Training Ad Builders to Use Rich Media Advertising
Tools Through Fading Worked Examples
Mr. Glenn Sipin Dr. Jose Lloyd Espiritu
Assistant Professor Associate Professor
De La Salle University-Manila De La Salle University-Manila
2401 Taft Avenue, Manila, Philippines 2401 Taft Avenue, Manila, Philippines
glenn.sipin@delasalle.ph espiritu.lloyd@gmail.com
Abstract— An Ad Builder is the person responsible for working
on rich media ads. As a prerequisite to this job role, this person
must have in-depth training in Flash and Actionscript. On the
job, the Ad Builder must be trained to program Audience
Interaction Metrics (AIM) using additional rich media tools (e.g.
DoubleClick Studio) provided by rich media vendors.
This paper aims describes the effectiveness of using a task-based
approach and fading worked examples as a strategy to train new
ad builders with skills to program rich media advertisements. A
training program for Ad Builders was designed, implemented,
and evaluated at a rich media ad development company.
Trainee performance evaluations show that using a task-based
approach to training with fading worked examples can indeed
develop the necessary skills in ad builders within a span of 15
days. Using task-based approach provides trainees apt
foundation skills to get them started on basic tasks progressing
to more difficult tasks on the job. Providing several related
examples for each task gives trainees opportunity for more
practice, more feedback, more chances to ask questions and
clarify errors – resulting to better understanding. An evaluation
survey and interviews reveal that trainees were satisfied with
training, appreciated the role of the trainer, and believed that a
training manual helped guide their learning.
Keywords— Banner Advertising, Rich Media Advertising,
Fading Worked Examples, Task-Based Training, Training Design
INTRODUCTION
Online advertising, through the means of banner ads, has
evolved since the Internet boom. Popular websites we
visit everyday like Inquirer.Net, Gmanews.TV,
ClickTheCity.com, Ebay.ph, Jobstreet Philippines,
sunstar.com.ph, and JobsDB allow companies to put ads
on their website. More often, we see advertisements
pertaining to automobiles, telecommunications, finance,
food & beverage, travel, entertainment and movie brands
appearing on these popular websites. Advertisers
primarily use the online medium to create brand
awareness, get messages directly across to the audience,
and encourage product sales through banner ads.
There are generally two types of banner ads for online
display: standard ads or rich media ads. Standard banner
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Ms. Kiran Budhrani
Instructional Designer
Wideout Technology Services, Inc.
Taguig City, Manila, Philippines
kiranbudhrani@gmail.com
ads appear as static images commonly in JPG or GIF
format. These images could be clicked and directs target
customers to the advertiser’s website. Today, online
advertisements are more attractive, engaging,
educational, and exciting for the online customer. These
types of ads are referred to as Rich Media Ads. The
Interactive Advertising Bureau defines a rich media
advertisement as an ad with which users can interact (as
opposed to solely animation) in a webpage format.
Rich media has developed into a popular format among
advertisers and companies. Instead of using standard ads
where the consumers just observe the ad in the
background, rich media ads prompt the consumer to do
things like expand the ad, view a video, play a game, or
answer a question. Telecommunication advertisers like
Smart and Globe are using rich media ads to show the
latest promos, or download ringtones and wallpapers.
Automobile advertisers like Honda and Ford use rich
media ads to get target customers to play racing games,
browse car brands and features, and even watch product
commercials all in a single ad. Movie advertisers let
customers watch trailers and download movie
wallpapers. Food & beverage advertisers let customers
download recipes, view slideshows of brands, and even
follow cooking tips. Rich media are more than just for
display; they are intended for user-interaction and
engagement.
Table 1. Comparison of Content fitting to Rich Media
Content Type Is it rich media?
Plain Text Non-Rich
GIF/JPEG Image Non-Rich
Animated GIFs Non-Rich
Animation Plug-ins (Flash) with Rich
control buttons (play, stop,
replay, pause)
Streaming Audio/Video Rich
Expandable / Floating Ad Rich
Rich media ads are mostly developed with the Flash
technology, but can extend to Javascript, XML, DHTML,
and HTML5. Initially, rich media ads were not favoured
because of compatibility issues between browsers and
Flash players. Users had to download a plug-in to play
ads that were using rich media technology. But with all
browsers supporting the Flash format today, rich media
ads can easily be displayed on any website. Complex
interactivity is possible in rich media ads because these
are ads are developed with Flash and its object-oriented
programming language, Actionscript. With the versatility
of Flash, anything is possible in a rich media ad.
TRAINING AN AD BUILDER
An Ad Builder is the person responsible for working on
rich media ads. As a prerequisite to this job role, this
person must have in-depth training in Flash, Actionscript
2.0, Actionscript 3.0, and preferably working experience
with Javascript, HTML, and XML. Up till 2010, almost all
rich media ads were Flash-based. But as of 2011, few
advertisers are requiring rich media ads to be in HTML5
to support mobile rich media advertising on mobile
devices that do not support Flash (e.g. iPhone, iPads). It is
inevitable for that future ad builders will need both Flash
and HTML5 programming skills.
On the job, the Ad Builder must be trained for the
following skill competencies:
A. Programming Audience Interaction Metrics (AIM)
unto varying rich media ad formats and sizes
using rich media tools
B. Programming Audience Interaction Metrics (AIM)
unto rich media content and ad interactions
using rich media tools
A. Programming Audience Interaction Metrics (AIM)
unto varying rich media ad formats and sizes using rich
media tools
With static display ads, the measurement of ad
effectiveness was based on the click-through rate (CTR) or
“how many clicks” an ad received from users online.
Rich media ads appealed to advertisers because of the
possibility of having advanced tracking abilities –
measuring a variety user interactions beyond the “click”.
Since rich media ads have more interactive features, new
metrics could be tracked such as display time, interaction
rate, expansion time, video playback, exit links, and other
custom events (Table 2 and Table 3).
Audience Interaction Metrics (AIM) is defined by measure
the performance of Rich Media ads by tracking
information about how users interact with the ads
(DoubleClick, 2010). This provides advertisers exact
information on what works or does not work among their
online ad campaigns. Research has consistently proven
that rich media advertising produces better response
rates. According to the DoubleClick® Q1 2003 Ad
Serving Trend Report, average click-through rates for rich
media ads were approximately five times higher than
click-through rates for non-rich media ads (snap2eyes,
2010).
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A.1 Standard and Custom Metrics
There are two types of AIM that an Ad Builder must be
able to work with: standard metrics and custom metrics.
The following tables list the standard and custom metrics
available from DoubleClick Studio.
Table 2. Standard Rich Media Advertising Metrics (DoubleClick, 2010)
Metric Description
Clicks Number of clicks and triggered exit links for
both the Rich Media ad and the backup
image.
Average display The average time, in seconds, that each Rich
time Media ad is displayed to users.
Expanding time The average time, in seconds, that an
Expanding ad is viewed in an expanded
state.
Full-screen The average time, in seconds, that a user
average full- views a Rich Media ad in full-screen mode.
screen view time
Interaction time The average time, in seconds, that a user
interacts with a Rich Media ad. An
interaction is any mouse movement that a
user performs over an ad for more than one
second (for example, clicking an ad or
positioning the cursor over a specific part of
an ad).
Backup image The number of times that a backup image is
served in place of a Rich Media ad.
A backup image can be shown under these
circumstances:
• The user is using an unsupported
browser or operating system
• The Flash application is not
installed on a user's browser
• The Flash-published version is
higher than what is installed on a
user's browser
• The publisher implementation of
iframe is incorrect or invalid.
Display time The time, in seconds, that the Rich Media ad
is displayed to users.
Expansions The unique number of impressions where an
Expanding ad is viewed in an expanded
state.
Full-screen A metric that measures an impression only
impressions once when a user opens an ad in full-screen
mode.
Full-screen The number of times that a Rich Media ad
video plays to completion in full-screen mode.
completions
Full-screen view The time, in seconds, that a Rich Media ad is
time viewed in full-screen mode.
Impressions The number of times that a Rich Media ad
is displayed
Interaction rate The ratio of Rich Media ad interactions to the
number of times that the ad is displayed.
Video The number of times that a video plays to its
completions completion. For example, a 30-second video
that plays for its full 30 seconds.
Video full screen The number of times that a video plays in
full-screen mode.
Video The ratio of video interactions to video plays.
interaction rate
Video The number of times that a user clicks on the
interactions graphical controls of a video player. This
metric is recorded by measuring any
changes to the video play experience other
than auto-play and auto-complete.
Video length The duration, in seconds, of a video ad.
 Video mutes The number of times that a video is muted.
Video pauses The number of times that a video is paused. Over time, newer formats have been defined like the
Video plays The number of times that a video is played.
Instant Messenger format and the YouTube Masthead
Video replays The number of times that a video is
restarted. format. More ad formats are expected to arise as
Video stops The number of times that a video is stopped. advertisers integrate brands into newer digital platforms
Video unmutes The number of times that a video is unmuted beyond websites like mobile devices, digital TV, digital
after starting in the mute state. radio, online games, and digital displays. Ad builders will
Video view rate The number of times that a video is stopped.
Video view time The average time, in seconds, that a video is
have to be ready to learn these while on the job.
viewed per view.
Table 4. Descriptions of common Rich Media Ad formats
Video views The number of times that a video is watched.
(DoubleClick, 2010)
Table 3. Custom Rich Media Advertising Metrics (DoubleClick, 2010)
Ad Format Description
In-page An ad that is within a fixed position on a page.
Metric Description
Variations: In-page with Video, In-Page with
The number of times that a user interacts
Floating, In-Page You-Tube Masthead
with any part of a Rich Media ad in a
specified way (mouse-overs, mouse-outs,
Counters Expanding An ad that expands beyond its initial pixel
click-ins, data loading, keyboard entries,
dimensions. Expansion can take place upon user
etc.). Anything that can be captured by Flash
interaction (for example, by click or mouse-over)
can be recorded as a counter.
or automatically when the page loads (Auto-
The number of click-throughs generated by a
Exits Expand). An ad can be customized to expand in
Rich Media ad.
any direction, shape, or effect and to collapse on
The time during which a user views and
user interaction or automatically on mouse-out
interacts with a specified part of a Rich
Timers or based on a timer.
Media ad. A creative can have multiple timer
events, each timed independently.
Variations: Expanding with Video, Expanding
You-Tube Masthead, Push-down, IM Expanding

Floating An ad that floats on top of a page's content. A

Floating ad can move with content or maintain a
locked position on a page as a user scrolls.

Variation: Ad Take-Over

Peelback / An ad that shows a glimpse of your ad in the

Peel-Down corner of a web page. When the user
interacts, the rest of the ad peels down to
reveal the full message

Table 5. Expanding rich media ad sizes (DoubleClick, 2010)

Size when Size when

EXPANDING ADS not expanded
expanded
Figure 1. In-Page Ads in two sizes: 728x90 and 300x250 1
Expanding Horizontally 728x90 728x180
728x270
A.2 Ad Formats and Sizes 728x399
300x250 500x250
Audience Interaction Metrics and defined based on the ad 120x600 300x600
formats required by the client and the complexity of 160x600 300x600
Expanding Horizontally and 300x250 500x500
interactions that was designed for the ad. A person Vertically
training as an ad builder must be, at the very least,
familiar with the common ad formats that appear on Web
browsers which are the In-page, Expanding, Floating, and The Interactive Advertising Bureau (IAB) has defined
Peelback/Peel-Down Ads (Table 4). The ad builder must standard rich media guidelines for all ad formats to set a
also be familiar with the variety of shapes and sizes of the lowest common denominator for the advertising industry
different ad formats. The most common ads are 728x90, and creative agencies. Ad builders must comply with
300x250 (Figure 1), 120x600, and 160x600 pixels in these LCDs while working on rich media ads. All ad
width and height. These are typical for in-page ads and formats have predefined standards on the width, height,
expanding ads at their initial state (i.e. not yet expanded). maximum load file size, number of frames per second,
Expanding ads, however change size once triggered to audio settings, animation length, required button controls
expand (Table 5). and sometimes even the font size (Table 6).

1
Source of Advertisement Banners: BBDO Proximity, 2010

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 Table 6. IAB Guidelines for an In-page Ad (IAB, 2010) Studio lets ad builders create rich media interactivity
using their built-in Flash components (Figure 2). Ad
Max builders must know how to work with all these
Initial Maximum Web Site
Load
Flash Audio
Animation Controls Labeling components to track the basic rich media interactions
Specifics Initiation
File Length & Other Items such as playing videos, downloading content, viewing
Size
pictures to more complex interactions like streaming
• Control multiple videos in standard or HD, recording videos with
= “Close a webcam and sending it to a friend’s email or smart
User X”, Play, • Label = phone, viewing 3D environments, playing 3D multiplayer
Anything
40 Initiated Pause, “Advertiseme
KB
18 fps
(on
up to 15
Rewind, nt” games, connecting to social media, chatting, uploading
seconds pictures, viewing maps, listening to music from playlists,
click) Volume • Font = 16 pt
• Font = detecting user’s location, filling-up forms, answering
16 pt
polls, logging-in to Twitter, posting images or video to
Facebook, answering quizzes, viewing photo galleries,
B. Programming Audience Interaction Metrics (AIM) downloading files, and much, much more.
unto rich media content and ad interactions using rich
media tools

Making a rich media ad possible requires much more

complex technology than just Flash to ensure that all of
the ad behaviors function properly and all of the
interactions can be measured. A rich media technology
vendor provides add-ons to Flash in the form of
components to enable ads to be “rich”, such that they can
expand, have interactive features and buttons, play
multiple videos, have measureable clicks, timers, and
counters, etc. Popular vendors for rich media ads for the
web include DoubleClick, MediaMind, Pointroll, and
EyeWonder. Each vendor provides their own tools for rich
media advertising solutions. For this research,
DoubleClick Studio was explored.

Figure 3. DoubleClick Studio Ad Component Parameters

Ad builders must also know how to customize

component parameters according to the user
requirements. For example, an expanding component in
Figure 3 has four parameter options: to use the expanding
component as a button, to collapse on mouse-out, to
create an animated collapse, or to set the expanding
component as multi-directional. The ad builder decides
on parameters according to the ad behaviors required by
the client. If given parameters are not sufficient, ad
builders must use Flash Studio’s Actionscript APIs for
advanced interactive work on customizing components
for rich media ads.

Figure 2. DoubleClick Studio Ad Components

Rich media ads are a more complex form of ad -- from a

design and interaction perspective (Samadi and Paparo,
2009). Aside from having to work with different content
like text, images, flash animation, and videos, ad builders
must be able to develop any interactive feature required Figure 4. DoubleClick Studio Output Panel
of the client.

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Ad Builders must also be skilled in debugging errors and
checking if all required audience interaction metrics
required by the client have been programmed (Figure 4).
Studio presents the Output panel when a Flash ad is
tested to check if variables and interactions are being
tracked.
STRATEGY FOR TRAINING PROGRAMMING TOOLS
Programming with rich media tools like Double Click
Studio requires skill to work with built-in Flash
components, access code libraries, program in
Actionscript 2.0 / 3.0, and access external data sources
when required. The task-based training approach with
fading worked examples is recommended to support the
training of programming skills in the workplace.
A. Task-Based Approach
A task-based model produces employees who can
perform the tasks needed to succeed at their job
(Hughes). In the context of training programming tools,
the task-based training approach looks at the tasks that
need to be done by the ad builder on the job, rather than
looking in isolation at the way the software works
(McGuire).
The approach is suggested to train ad builders for the
following reasons:
• Training is not only for developing software skills,
but also developing techniques for real job tasks;
• Training is modular, evolving from basic to
complex tasks;
• Essential information is presented just-in-time
according to the job task at hand;
• Programming errors, problems, and logic is
realized from actual job tasks rather than
programming exercises;
• Training time is reduced focused on job
proficiency; and
• Remediation / feedback is given based on trainee
performance rather than objective measures of
written exams.
B. Fading Worked Examples
A worked example is a step-by-step demonstration of
how to solve a problem or complete a procedure. Many
researchers have investigated the efficacy of using worked
examples in the instruction in mathematics, computer
programming, and physics. (Silber and Foshay, 2009).
This strategy is suggested to train ad builders for the
following reasons:
• When learning from a series of examples, trainees
develop a pattern of thinking and working;
• Trainees are given directed resources (i.e. trainer
demonstrations, learning guides) while learning
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programming procedures, rather than resorting to
trial-and-error / guessing strategies
• Job tasks are learned gradually (through fading), in
increasing level of difficulty and complexity;
• Training is focused on transforming novice skills
to expert skills; and
• Examples for each task are designed to be related
to help trainees transfer learned skills.
This paper describes the effectiveness of using a task-
based approach and worked examples as a strategy to
train ad builders.
RESEARCH OBJECTIVE
This research paper aims to:
1. Describe a model for using worked examples to
train programming procedures to Ad Builders; and
2. Design, implement, and evaluate a training program
for Ad Builders.
METHOD
The proponents went through the following phases to
design, develop, and evaluate the training program for the
ad builder job role:
A. Training Design
Task-Based Approach. Common Ad Builder tasks were
identified by the content expert. Tasks were then grouped
as either basic or advanced level. Seven tasks were
identified as basic level and were included for this
training:
1. Create In-Page Ads
2. Creating Expanding Ads
3. Creating Expanding Ads with Animated
Expansion and Collapse
4. Creating Video Ads
5. Creating Floating Ads
6. Creating Peelback Ads
7. Creating YouTube In-Page Masthead Ads with
YVA Player
Tasks and examples are simulated as real client
requirements. Trainees are not just told what to do, but
rather trained to analyze client requirements as they
would do on the job.
Tasks are learned as a series of steps demonstrated by the
trainer and training module provided. The trainee is
encouraged to develop this “pattern of thinking and
working” for each task:
1. Analyze client requirements before attempting to
work on the task;
2. Identify the rich media components required for
the task;
 3. Accomplish the programming procedures to
make the components work in accordance to ad
behaviors (i.e expand, collapse, play video, etc.);
4. Set the parameters for component according to
client requirements; and
5. Test if all required audience interaction metrics
are in place and functional.
Fading Worked Examples. The trainee learns each task
using the fading worked examples strategy. For each task,
the trainee will be gradually given three examples with
varying conditions. The instructional design model is
presented in Table 7.
The third example is slightly more difficult than the
second example. The programming procedures are not
provided in the training manual. The trainees are
expected to complete the example task on their own
given a set time limit. This time, the trainees work are
formally rated and they are expected to perfect the task
(or maybe have just minimal a number of errors). After
the time limit is over, the trainer evaluates the trainees
work and provides a list of revisions to rework. Trainees
must be able to debug or locate programming errors on
their own. Solutions are no longer provided by the
trainer. A second evaluation is done by the trainer to
ensure that revisions are accomplished by the trainee.

Table 7. Instructional Design Model B. The Training Program

Task EXAMPLE EXAMPLE EXAMPLE

The training program was piloted on August 9-27, 2010
Conditions 1 2 3
at Wideout Technology Services, a rich media ad
Difficulty Level OOO OO O
Given Programming Yes No No development company stationed as a BPO firm in the
Procedure Guides Philippines. There were 13 participants for the training.
Trainer Yes No No The training program spanned 15 days, with 8 hours
Demonstration
allotted to each training day. Training took place at the
Time Limit No Yes Yes
Feedback night shift, from 10PM to 7AM. Wideout designated a
Conditions training room and a trainer for this time period.
Given the Solution Yes Yes No
Trainer Yes Yes No
Demonstration
Scoring / Rating No No Yes
(expected to
be perfect)
Rework No Optional Required

The first example is “worked out” for the trainee in their

training manual such that the programming procedures
are written down step-by-step. The trainer further
demonstrates the process of how to analyse client
requirements, how to program ad components, how to set
the parameters, and how to test if interaction metrics are
in place and functional. It is expected that the trainee
follows the example in the training manual and
demonstration procedures of the trainer. Note that no Figure 5. Sample Training Manuals
time limit is allotted for this example and the trainee’s
work are not formally rated. During this example, the Training manuals were prepared and distributed on the
trainee is free to ask questions from the trainer to clarify first day of the training. They contained the basic ad
programming procedures, logic, or errors. Mistakes are builder tasks and a worked example for each task.
expected. The trainer can repeat the solution any number Evaluation measures on how trainee performance will be
of times to help the trainees work on the task. evaluated were also discussed on the first day.

The second example is slightly more difficult than the first
example. Programming procedures are no longer
“worked out” in the training manual. The trainees are
expected to complete the example task on their own
given a set time limit. Still for this example, the trainees
work is not formally rated. After the time limit is over, the
trainer then demonstrates how to complete the example
task. Only this time can the trainees ask questions from
the trainer to clarify programming procedures, logic, or
errors. The trainer can still repeat the solution any
number of times to help the trainees understand the task
better.
C. Evaluation
C.1. Training Evaluation
The training program was evaluated with a survey form
designed by the proponents with the intention of
evaluating the training’s content, delivery, training
facilities, and overall evaluation. Statements were drawn
up for each category and respondents specified their level
of agreement by rating from a scale of 1 to 4; the value of
4 represented they strongly agreed to the statement while
the value of 1 represented they strongly disagreed to the
statement.

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Follow up interviews were also conducted with the
trainees to gather qualitative feedback on the content,
delivery, and training facilities, and their overall
perception of the training.
C.2. Trainee Performance
Trainee performance was evaluated with individual
evaluation forms (in excel format) to keep track of the
number of errors acquired and the revisions list per task.
The evaluation form is used to track how accurately
trainees are able to build ad tasks assigned to them. Only
the third example of each task is recorded on the form.
Performance criteria are defined on the form for the
trainees to know what is expected of them. For the first
evaluation, any errors acquired by the trainee are noted
on the form and are due for rework. A second evaluation
is conducted where the trainer checks if all revisions on
the form were accomplished by the trainee. During the
course of the training, trainees are expected to have
minimal revisions, ranging from 1-2 revisions by the third
example.
RESULTS AND DISCUSSION
A. Training Evaluation
The following results are gathered from the survey given
to the trainees (4-Strongly Agree; 1-Strongly Disagree):
CONTENT (N=13) Average
Objectives of the training were clearly explained 3.92
at the start.
Practice sets or activities were well chosen and 3.58
appropriate.
Quizzes were challenging, yet contained 3.44
manageable amount of work.
Training manuals were helpful and guided my 3.83
learning.
Training manuals were complete and accurate. 3.58
Training manuals and/or slide presentations 3.92
enhanced my understanding of topics.
3.71
On the average, the training content garnered a very
positive evaluation from the survey. Qualitative feedback
revealed mostly positive responses as well with some
noted recommendations for improvement.
Positive feedback:
• The training was very helpful in letting me
understand the different components found in
Studio, how they work and behave
• Examples written in the manual are easy to
understand
• Examples are challenging
• I like the training process
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• Training manual helps me refresh / review at
home and before the next day’s training
• Training manual is a good reference
• Its good that the manuals were used
simultaneously while the trainer was
demonstrating
• Helps me program better with an example
• Details on how to use codes are very helpful
Recommended improvements:
• More time in doing our revisions in our exams
• Additional practice set should be given for
expanding video ads
• The trainer should still discuss the answers to the
third example to further correct mistakes
Average
DELIVERY (N=17)
The trainer communicated the subject matter 3.69
clearly.
The trainer is approachable and helpful. 3.94
The trainer encouraged participation among 3.75
trainees.
The trainer is able to clarify / attend to all 4.00
questions.
The trainer's explanations were easy to 3.81
understand.
The trainer showed in-depth knowledge / skill of 3.94
the subject matter.
The trainer exhibited exceptional skill and 3.88
technique during demonstrations.
The trainer's overall performance was effective. 3.88
3.86
On the average, the training delivery also garnered a very
positive evaluation from the survey. Qualitative feedback
revealed both positive and negative responses.
Positive feedback:
• It was great to have somebody to consult with
• The trainer was able to give tips beyond the
manual
Negative feedback:
• I was shy to ask questions at first
• It is difficult to ask questions without asking for
the answer
TRAINING ROOM FACILITY (N=17) Average
The arrangement of the training room 3.88
contributed to a good learning experience.
The temperature and lighting was conducive to 3.88
learning.
3.88
On the average, the training room facility was well
appreciated by the trainees. However qualitative
feedback from the interviews revealed that issues on
cheating and network security that need to be looked into
by the training coordinator or trainer. According to one
trainee, some form of cheating could occur such that one
trainee could load another trainees Flash file to peek.
Given this, the network needs better security to make the
trainees’ working files private.
Another issue presented by some trainees is their
difficulty adjusting to the night shift. Since this is their first
job, they have to adjust to the new schedule of 10pm to
7am. They cannot help but feel sleepy sometimes during
the training.
GENERAL EVALUATION (N=17)
The training met or exceeded my expectations.
The duration of the training is appropriate.
The training was well organized and delivered.
On the average, the general evaluation of the training is
positive. The trainees well appreciated the training and
enjoyed the training environment. Some trainees
mentioned in the interview that they were happy to meet
new friends and have fun.
  2
  3
  4
  5
  6
  7
Note: The list under positive feedback / recommended
improvements / negative feedback have been interpreted
from the interview feedback and further translated to
English if conveyed in the local language, Filipino.
B. Trainee Performance
Seven tasks were given to the trainees to work on. Only
the third example was evaluated by the trainer, formally,
as a measure of performance.
Analysing the performance rating of the trainees (Figure 6
and 7), it is seen that trainees had still incurred errors on
the third example. Providing a revisions list as feedback
from the first evaluation is deemed very helpful towards
improving the trainees’ performance since the number of
errors that occurred on the first evaluation significantly
decreased on the second evaluation.
25
20
 
15
 
10
 
5
 
0
1
  2
  3
  4
  5
  6
  7
  Using task-based approach provides trainees apt
Figure 6. Number of errors that occurred per task on the first revision
Looking at the graph in Figure 6, high peaks are apparent
on examples 1, 3 and 5. This indicates more errors
incurred on these tasks compared to examples 2, 4 and 6.
Interestingly, most of the trainees acquired the same
number of errors in all examples, except for a little
discrepancy in example 3. So with the high peaks
occurring simultaneously for all trainees, there is an
inconsistency in the level of difficulty among the
examples. Examples 1, 3 and 5 are probably more
difficult than examples 2, 4 and 6.
25
Average
3.49
20
3.19
3.44
15
3.37
10
5
0
1
Figure 7. Number of errors that occurred per task on the second revision
The trainees experienced most difficulty in Example 3. It
is likely that example 3 was given to early in the learning
process. Perhaps, it could be moved towards the last
example of the training set.
CONCLUSION
A. Worked examples as a strategy
Effectiveness of the training depends on how well the
tasks are sequenced and how well worked examples are
selected. In designing tasks, worked examples helps in
prioritizing which tasks should be learned first.
Using worked examples with the support of training
manuals and trainer demonstrations aided the learning
process. Trainees benefitted from constant feedback from
the trainer and this is best done for all examples, whether
“worked out” or not.
B. Effectiveness of Training Approach
Trainee performance evaluations show that using a task-
based approach to training with fading worked examples
can indeed develop programming skills for ad builders
within the training period of 15 days.
foundation skills to get them started on basic tasks
progressing to more difficult tasks on the job. Providing
several related examples for each task gives trainees
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opportunity for more practice, more feedback, more
chances to ask questions and clarify errors – resulting to
better understanding.
LIMITATION
The case study describes the competencies and job tasks
of an ad builder from one company, Wideout Technology
Services.
RECOMMENDATIONS
The following are recommended for future steps to this
research:
• To conduct further evaluations on trainees job
performance after a month, 3 months, 6 months, and
a year to validate the effectiveness of the training to
the actual job performance;
• Improve training manuals according to
recommendations provided by the trainees and
observations by the trainer;
• To standardize the difficulty levels of all examples in
future trainings; and
• To study other factors that affect training
performance of ad builders (e.g. time allotted to
complete example tasks, design of examples).
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