E-Learning Project Design and Development€¦ · • Storyboard or wireframe • Site or directory map • All instructional content •Part 1: Tuesday, May 22 • Part 2: Tuesday,

E-Learning Project Design and Development

Client: VICTORY Tutorial Program

Topic: Tutoring Strategies for Reading Comprehension

Monica Giannobile

Purdue University

Project Background

Subject

This e-learning module will be a supplement to the instructor-led training that VICTORY provides to all new volunteers. Because volunteers are not required to have a background in teaching or education, many benefit from tutoring instruction that extends beyond the initial training. The goal of this e-learning module is to provide volunteers with an opportunity to learn and practice strategies for tutoring learners who struggle with reading comprehension. There is a need for additional support on the specific topic of reading comprehension because many students who participate in the VICTORY tutoring program struggle in this area. Consequently, it is the area in which tutors request the most training and assistance. The subject of this module was established by Corrina Noriega and Monica Giannobile during a phone conversation. Ms. Noriega will be the main point of contact for this project. Learning Context

The e-learning module will be a standalone, self-paced module that students will be asked to complete after their first two weeks of tutoring. The benefit of offering the training once the volunteer already has some tutoring experience is that this makes it more likely that the learner will be able to connect the subject matter to real-life experiences that occurred during the first two weeks of tutoring. Tutors may access and complete the training from any internet-enabled device. I expect that most will complete the training using a device at home or at work. Access to the module and follow-up communications will be provided via automated email, making it simple for learners to access the content from wherever is most convenient for them. Project Scope

The scope of this project is to create a fully-functional e-learning module that VICTORY program staff can use to help new volunteers understand and apply appropriate strategies for tutoring students who struggle with reading comprehension. The project will be completed in three phases, as shown in Table 1.

Description Deliverable Provided to Client

Client Provides Input

Phase 1: Proposal

Together, parts 1 and 2 of the proposal will establish: • Subject • Learning context • Project scope • Client and target learners • Delivery environment • Learning objectives • Target learner analysis • Delivery method • Intended instruction • Assessment plan

• Part 1: Tuesday, May 8


• Part 1: Friday, May 11


Phase 2: Design and Content

This phase will determine how the e-learning module will look, function and be taught. Deliverables will include: • Storyboard or wireframe • Site or directory map • All instructional content



• Part 3: Tuesday, June 5


• Part 2: Friday, June 1

• Part 3: Friday, June 8

Phase 3: Development and Finalization

This phase involves the development of the final module based on the design and content plans established in the first two project phases.

• Initial draft: Tuesday, June 19

• Final module: Friday, June 29

• Initial draft: Friday, June 22

Table 1: Project phases, deliverables and timeline

Front-End Analysis

Client and Target Learners

The primary contact for this project will be Corrina Noriega, VICTORY Tutorial Program. Target learners will be community members who have volunteered to assist with the VICTORY program. These learners have the following characteristics:

• Highly motivated to be a successful tutor • Live or work near the seven Austin Public Library branches that host VICTORY tutoring

programs (Daniel E. Ruiz, Little Walnut Creek, Twin Oaks, Carver, Cepeda and University Hills)

• Likely invested in education; may hold or be pursuing an undergraduate or graduate degree

Learning Environment and Delivery Method

This self-paced online module will attempt to recreate the environment in which the skills will be applied. Namely, the module will be designed to replicate a situation in which a tutor is working one-on-one with a student and needs to select and implement an appropriate tutoring strategy in real time. It will be created using the Udutu learning management system and will be hosted by Monica Giannobile or by the VICTORY Program, depending on the IT support available. After completing the module, learners will be able to download a job aid that they can print and keep with them as reference when helping students improve reading comprehension. Target Learner Analysis

The audience for this module is likely to need to develop greater confidence in working with children, since many do not do this for a living. Since they’re likely to either hold a college degree or be working toward one, they should be fairly sophisticated learners with well-developed study strategies. See Table 2 for a full learner analysis.

Information Category

Data Sources

Learner Characteristics

Entry skills Observations Learners are likely to have completed an introduction to the VICTORY program, though it is not a requirement. As such, they should have basic skills for working with students. However, there are no educational prerequisites for becoming a VICTORY tutor, so no entry skills should be assumed.

Prior knowledge of topic area

Observations Learners may have some tutoring experience, but it’s likely that many of them have had limited training on pedagogical techniques.

Attitudes toward content

Observations Interview

Since learners have independently volunteered to tutor, they are likely to have a very positive attitude toward the content since it will help them before more effective in this position. The director of the VICTORY program says that she receives questions from tutors regularly regarding the best way to assist students with reading comprehension.

Information Category

Data Sources

Learner Characteristics

Attitudes toward delivery system

Observations Learners are likely to be familiar with content delivered online. Some may have hesitations, particularly those may be less experienced with using technology at work or in school. For this reason, I think it will be important to make sure that the online lesson clearly states the objective and includes engaging, professional content that the learner feels is valuable.

Motivation for instruction

Observations Since learners are volunteers, most of whom signed up to tutor on their own, they should be highly motivated to seek out the training and support needed to succeed in the role.

Educational and ability levels

Observations Learners are likely to either hold a college degree or be working toward one, so they should be fairly sophisticated learners with well-developed study strategies.

General learning preferences

Observations As volunteers are likely to be adult learners with a variety of work and family commitments, they likely have a preference for learning assistance that they feel is valuable, that can be completed quickly, and that is available for reference as needed.

Attitudes toward training organization

Observations Presumably, volunteers would not be signing up as tutors if they did not have a positive view of the VICTORY organization.

General group characteristics

Observations Common characteristics include a desire to assist students and a commitment to tutor a student weekly for at least one school semester.

Table 2: Learner Analysis

Intended Instruction

This module will be a self-paced, standalone online training. There is no prerequisite knowledge required to take the training. Instruction will include comic strips that illustrate concepts from the course. I chose the comic strip format because it will help immediately show the learner how they’ll be applying the content from the course when interacting with students. The hope is that tying the training to a real-world situation will illustrate the relevance of the training and keep the learner interested in progressing. To this end, the module will also include a progress indicator that shows how much of the course is remaining. This will take the form of a navigation menu that will always be available on the right-hand side of the module.

The final assessment will include a series of comic strips followed by multiple-choice questions that allow the learner to indicate what strategy would be the best to apply and how it should be applied in order to support learner confidence. After they make a selection, they will see a prompt with a full explanation. This will help scaffold learners’ understanding of the concepts illustrated in the comic strips.

Proposed Delivery Method

The proposed delivery method is an online course built on the Udutu learning platform. Within Udutu, I plan to embed comics created with Pixton. I chose Udutu because it is a low-cost platform that will make it possible for students to access the content from any location or device. Pixton was my choice for the comics because it allows for the rapid creation of multiple comics, which will be required for this course.

Assessment Plan

I plan to assess learners’ understanding of the concepts presented by concluding the module with a final quiz that prompts learners to answer four multiple-choice questions that describe a scripted student-tutor interaction and require recall of the following content:

• Strategies for assessing reading level • The MAP strategy for assisting students with reading comprehension • Ways of executing reading comprehension strategies in a manner that builds student

confidence

This will assess the extent to which learners can correctly identify the concepts introduced in the module. To help learners with recall, at the end of the course, they will be provided with a job aid that lists and defines the strategies covered in the module.

The final quiz will also include an additional four questions. Each of these four questions will present a comic strip that depicts a student struggling with reading comprehension. Following each comic will be a multiple-choice prompt that asks the learner to identify the best reading comprehension and confidence-building strategies for the given situation. If learners do not answer correctly, they will be prompted to choose again until they find the correct answer. Because there may be multiple strategies that apply to a given situation, the response text that learners receive after selecting the correct answer will include alternate strategies that were not presented as a multiple-choice option but that are valid nonetheless.

Formative evaluation of the module will be completed by asking a current VICTORY tutor to review the initial prototype and provide feedback. Summative evaluation will be accomplished by surveying course participants via an email questionnaire that generated will be automatically generated after course completion. The survey will consist of questions that assess the extent to which the course increased participants’ confidence when working with students who struggle with reading comprehension.

Learning Objectives

This module will be designed to achieve the five learning objectives in Figure 1, which were developed according to the guidelines in Horton (2011).

Figure 1: Primary and secondary objectives for the e-learning module

Secondary Objectives

1. Teach strategies for assessing reading level to VICTORY

volunteers who want to improve thier ability to assist students with

reading comprehension.

2. Teach the MAP reading comprehension strategy to

VICTORY volunteers who want to improve thier ability to assist

students with reading comprehension.

3. Teach strategies for building student confidence to VICTORY volunteers who want to improve

thier ability to assist students with reading comprehension.

Primary Objectives

1. Teach VICTORY

volunteers who are familar with

assessing reading level and using the MAP strategy to

select an appropriate

reading comprehension

intervention when presented with an

opportunity to assist a student in

this area.

2. Teach VICTORY

volunteers who are familar with

assessing reading level, using the

MAP strategy and building student

confidence to implement an

appropriate reading comprehension intervention in a

confidence-building manner when presented

with an opportunity to

assist a student in this area.

Storyboard

Slide 1

Slide 2

Slide 3

Slide 4

Slide 5

Slide 6

Slide 7

Site Map

Instructional Content and Materials

Welcome Screen

Audio Visual

Thank you for volunteering as a VICTORY tutor and for taking the time to complete this training module! Here’s what you should know before getting started:

• From start to finish, this module should take roughly 30 minutes to complete.

• You do not need to complete this module all at once. Your progress will be saved so you can return at any time, from any device.

• Once you complete the certificate quiz, you will gain access to a certificate of completion for this module AND

• a printable reference that you can add to your tutoring folder to help you apply what you’ve learned.

Four illustrations that appear in conjunction with each of the bullets in the audio section. The illustrations are specified in the first slide of the storyboard.

Topic 1A: Assessing Reading Level – Scenario

Audio Visual

Section 1

One of the most important things to know when it comes to helping a learner improve reading comprehension is that the student MUST be reading at what’s called an independent level. Let’s look at a few comics to see how independent reading looks compared to instructional or frustration reading levels.

Show illustrations of three students. Under each student, include one of the following words: Independent, instructional or frustration. Show the independent illustration/text combination first, then animate the instructional and frustration illustration/text combinations to appear in conjunction with the corresponding statements in the last sentence of the audio.

Section 2

At what level would you guess that this student is reading: independent, instructional or frustration? If you said frustration, you’re correct. Students reading at this level struggle with one or more words for every ten words they read. This means they don’t have energy to focus on what the text is saying, so attempting to work with them on reading comprehension will only increase their frustration.

Three-panel comic:

• Panel one: Tutor asks the student if he would like to read a book called “Super Awesome Adventure.” The student smiles enthusiastically and agrees.

• Panel two: The tutor and student open to the first page of the book and the student begins reading the following sentence: “Today is a good day for an ad---, ad---, ad-ven-ture, in the f-f, f-for, f-for-est, forest…”

• Panel three: Thought bubble over the student’s head reads “I thought this was supposed to be awesome”

Section 3

This student is reading at an instructional level. The tutor interventions are helping her continue to read, but she is not independently reading much more than one in ten words. Because she spends so much time relying on the tutor, she too does not have energy to focus on what the story is saying.

Three-panel comic:

• Panel one: Student comes running up to the tutor, asking if she can read a book called “Colors of the City.” The tutor smiles and agrees.

• Panel two: The student starts reading “Red, yellow, b-b… what’s this word?” The tutor helps the student sound it out.

• Panel three: The student excitedly shouts “blue!” Thought bubble over the student’s head reads “I’m sure glad I have my tutor here to help me!”

Section 4

This last example shows what it looks like when a student is reading independently. He only struggles with about one word in twenty, leaving him plenty of energy to wonder about the meaning of the story. The first step in helping a student with reading comprehension is to ensure that he or she is reading at this level. In the next module, we’ll look at ways for doing this.

Three-panel comic:

• Panel one: Student shows tutor the book for the day: “The Surprise at the End of Rainbow Road.”

• Panel two: The student starts reading: “Traveling down rainbow road can seem scary at first, but it’s worth it”

• Panel three: Thought bubble over the student’s head “Hmm, rainbow road is scary?”

Topic 1B: Assessing Reading Level – Strategies

Audio Visual

The key to making sure a student is at independent reading level is to select the right book. This may take a few tries, but don’t get discouraged. Click each of the boxes on this slide to learn more about and the leveled reading options available in any library and the ways you can assess whether you’ve chosen a book that your student is able to read independently.

Two columns with clickable boxes. See storyboard for a visual layout. The first column is labeled “Finding a Student’s Independent Reading Level” and the second column is labeled “Leveled Reading Options.” Below is the text that should appear upon clicking on each box in each column.

Column 1: Finding a Student’s Independent Reading Level

Box Number

Title Click-Through Content

1 Phone a Friend Ask your program specialist to recommend a book or reading level based on feedback from the student’s teacher or the student’s reading assessment results.

2 Get a Percentage Students at an independent reading level can accurately read at a rate of about 1 in 20 words. To test this, ask your student to read 20 words from any part of the text. Tally the number of words read without mispronunciation, omission or substitution. If the student self-corrects, count this as a correctly read word.

3 High Five Test Have your student read a page from the book you’ve selected. For every word the student has difficulty reading, both you and the student should raise a finger. When each of you have five fingers raised, give each other a high five to celebrate the student attempting five difficult words! If the high five happens before the student finishes reading a page, the student is probably not at an independent reading level.

Column 2: Leveled Reading Options

Box Number


1 E Picture Books Try these books for students up to age 8 and grade 3. E books are intended to be read with children. In fact, the reading level of more difficult picture books may overlap with less difficult J books, making it appropriate for older students to read picture books with you. In either case, E books are meant to be shared together with opportunities to discuss the illustrations.

2 E1 and E Nonfiction

Try these books for students from ages 6-8 in grades 1-3. Books in this category are intended to be read by children. They feature limited vocabulary, many illustrations, and large print. Some books may include a vocabulary list. Within E1 coded books, there is a wide range of difficulty. The more difficult the book is, the more text on a page and the smaller the print. There are fewer pictures and the pictures are less likely to correspond directly to the text on the page.

3 J Fiction Try this category for students ages 8-11, grades 3-5. J fiction has more difficult text, fewer illustrations, and smaller print size than E and E1. The range of reading levels in J fiction may overlap with E and Y. The subject matter is intended to interest readers in the above age group.

4 J Nonfiction Try J Nonfiction books for students ages 8 and up, and grades 3 and up. The difficulty of these texts range widely, so use your judgement to make a selection that you think is close to your student’s independent reading level.

5 Y Fiction Try these books for students ages 10 and up, grades 5 and up. Y fiction is not always more challenging than J fiction, but the subject matter is intended for pre-teens and teenagers.

Topic 2: Assisting Students with Reading Comprehension

Audio Visual

Section 1

Once you’ve found a text that your student can read at an independent level, you can start asking questions to help them with comprehension. At VICTORY, we like to use a strategy called MAP, which stands for:

• Make a mental picture • Add details to the picture • Put it all together

The letters M-A-P appear on the screen the first time map is mentioned. As the audio explains what each letter stands for, the corresponding definition appears on the screen.

Section 2

A key to successfully using the MAP strategy – in addition to make sure your student is at an independent reading level – is interest level. If the student is interested in the story, it will be easier for them to draw on their prior knowledge to imagine what is happening within it, with your help.

Illustration of a student wearing a baseball outfit to tutoring. A hand reaches in from off the screen and hands the student a book titled “A Day at the Ballgame.” A thought bubble appears over the student’s head with an exclamation mark.

Section 3

Let’s take a look at some questions you might ask when using the map strategy. Consider each question and put it in the appropriate column.

A series of questions that the learner has to drag and drop into the appropriate column. See below for the questions and the columns that they should be categorized within.

Section 3: Comprehension Question Drag-and-Drop

Category Question

Make a mental picture • Can you visualize where [the character] is?

• What sentences can help you imagine where the story is taking place?

Add details to the picture • What does the title tell you about the story? • Can you find any clues to help us

understand more about ______?

Put it all together • What is _________’s main problem? • How can you tell that _________?

• What is the [story/paragraph/chapter] mostly about?

Section 4

As you start asking students these questions, you can record their responses in a KWL chart, which stands for:

• What I Know • What I Want to Know • What I Learned

Work with your student to populate this chart as you read together. Eventually, the student may use this as a tool to test his or herself when reading without a tutor or parent.

At the appropriate time in the audio, a three-column table will appear. The columns will be labeled K, W and L. As the definitions of each column are introduced in the audio, they will appear in the corresponding column.

Topic 3: Building Student Confidence

Audio Visual

Maya Angelou famously said “I’ve learned that people will forget what you said, people will forget what you did, but people will never forget how you made them feel.” This is an important sentiment to keep in mind when working with any student.

Show the Maya Angelou quote that’s being narrated.

Section 2

It’s possible to select a text that a student can read independently, ask perfect MAP questions, and co-create a KWL chart with your student but fail to make any lasting impact due to comments or behaviors that undermine the student’s confidence. In this

As the audio is being read, show the following comic, panel-by-panel:

• Panel 1: A student and tutor working together. Voice bubble over the

comic, the tutor is inadvertently undermining the student with an unnecessary correction. Select the boxes below to learn key strategies for avoiding a situation like this.

student: “The grass was ten foot taller than him”

• Panel 2: Voice bubble over the tutor: “Actually, that says the grass was ten feet taller than her”

• Panel 3: Thought bubble over the student’s head: I KNEW that already.

Section 2: Explanation Boxes

Box Number


1 Recognize Frustration Level Warnings

If a student is not reading at an independent level or seems tired, don’t attempt to force them into reading comprehension activities. Instead, simply assist them with the words they have trouble reading to help them build fluency or switch to a different activity, like a homework assignment or even a game. For more on reading activities that do not focus on comprehension, see <resource TBD>.

2 Ignore Mistakes That Don’t Change the Meaning

Be careful only to mention mistakes that change the meaning of the story or passage. And remember to praise your students for using expression, stopping at periods, and catching their own mistakes!

3 Share the Reading Students read a page. You read a page. This way you can model how you use expression, stop at periods, catch mistakes, re-read for meaning or for pleasure, etc.

4 Be Patient When your students stop before a word they don’t know, you wait quietly while they try to figure it out. Many times students will get the word by themselves if they are given time to think.

Certificate Quiz

Audio Visual

Congratulations, you’ve made it to the end of the course. To earn a certificate of completion, answer these eight questions correctly. You can take the test multiple times, so if you don’t score 100 percent on the first go, don’t worry! Once you’ve achieved a score of 100 percent, enter your email address to receive your

Text: Congratulations! Test your new knowledge and earn a certificate by taking this eight-question quiz.

Button text: Start the Quiz

certificate and a printable cheat sheet that you can add to your tutoring folder.

Quiz Questions

Learning Objective Question (correct answer is in bold)

Teach strategies for assessing reading level to VICTORY volunteers who want to improve their ability to assist students with reading comprehension.

Your volunteer coordinator recommends a J nonfiction book for you to read with your student. However, you discover that the student struggles with the words in this text at a rate of 10 in 20 words. What is the best strategy for selecting a text that is suitable for working with this student on reading comprehension?

a) Practice reading the recommended book each week until the student can recognize more words

b) Select a book from the E nonfiction category and then calculate the percentage of words the student can read fluently

c) Practice reading the recommended text each week but use the high-five strategy and stop reading once the student identifies five difficult words

d) Select a different book from the J fiction category and use the high-five test to see if the student is able to read this text with more fluency

Teach the MAP reading comprehension strategy to VICTORY volunteers who want to improve their ability to assist students with reading comprehension.

When reading a text, a tutor asks a student “Based on the title, what do you think this book will be about?” What component of the MAP strategy is the tutor using?

a) Make a mental picture b) Add details c) Pull it together d) None of the above

Teach strategies for building student confidence to VICTORY volunteers who want to improve their ability to assist students with reading comprehension.

Your student is reading without expression and struggling to read words at a rate of about five in twenty. What is the best course of action?

a) Share the reading and then use the MAP strategy to begin working on comprehension.

b) Praise the students on the words read correctly. At the next meeting, introduce a lower-leveled test and assess whether the student can read it independently.

c) Create a KWL chart and then work with the student to populate the columns.

d) Take a break from reading and play a game.

True or False: Tutors should ONLY attempt to work on reading comprehension activities if a student is reading at an independent level.

a) True b) False

Teach VICTORY tutors who are familiar with assessing reading level and using the MAP strategy to select an appropriate reading comprehension intervention when presented with an opportunity to assist a student in this area.

<A comic that shows a student reading a boring book with a tutor, with a thought bubble over the student’s head that shows the student’s disinterest> What is the first step in helping this student improve in reading comprehension?

a) Take a break and then try reading the same text for comprehension using the MAP strategy

b) Select a lower grade-level text, confirm the student’s fluency and apply the MAP strategy

c) Select a different text based on the student’s interests, confirm the student’s fluency and apply the MAP strategy

d) Read the same text with more enthusiasm in your voice to get the student interested and then use the MAP strategy


<A comic that shows a student reading at an independent level and partially completing a KWL chart> What are some questions you could ask this student to help her improve her comprehension?

a) Can you visualize where [the character] is? b) What sentences can help you imagine

where the story is taking place? c) What does the title tell you about the story? d) All of the above

Teach VICTORY tutors who are familiar with assessing reading level, using the MAP strategy, and building student confidence to select an appropriate

<A comic that shows a student reading a passage and making mistakes that do not change the

reading comprehension intervention when presented with an opportunity to assist a student in this area.

meaning> What is the best way to interact with this student?

a) Interrupt him to correct his errors b) Let him continue and praise him c) Write down incorrect words to review with

him later d) None of the above


<A comic that shows a student reading and making mistakes at a rate greater than two in ten words> Is this student ready for reading comprehension assistance? What is the best step to take next in working with this student?

a) No, the next step should be to immediately stop reading and play a game.

b) Yes, the next step should be to create a KWL chart.

c) No, the next step should be to finish the reading and select an easier text for next time.

d) Yes, the next step should be to ask questions using the MAP strategy.

Closing Screen / Printable Reference

Note: The printable reference is still under development. It will be a one-page document that recaps all of the main points taught in this module.

Audio Visual

None Condition 1 Text: Thank you for taking the quiz! You scored [less than 100 percent]. Try again and score 100 percent to earn a completion certificate and a printable reference for your tutoring folder!

Condition 1 Button: Try Again

Condition 2 Text: Thank you for taking the quiz! You scored 100 percent! Enter your email below to receive a completion certificate and a printable reference for your tutoring folder.

Self-Evaluation Using Merrill’s Five-Star Rating System

Type of Instruction: Learner-Driven E-Learning Module

Stage Criteria Explanation

PROBLEM Is the courseware presented in the context of real world problems?

Does the courseware show learners the task they will be able to do or the problem they will be able to solve as a result of completing a module or course?

I think that the comic scenarios in the final quiz give learners a clear view of the problems that they should be able to solve as a result of completing the course. These also engage students at the problem-level. The various topics do present a progression of problems (assessing reading level, assisting students with comprehension, building confidence), rather than a single problem.

Are students engaged at the problem or task level not just the operation or action levels?

Does the courseware involve a progression of problems rather than a single problem?

RATING FOR PROBLEM STAGE: Gold

ACTIVATION Does the courseware attempt to activate relevant prior knowledge or experience?

Does the courseware direct learners to recall, relate, describe, or apply knowledge from relevant past experience that can be used as a foundation for new knowledge?

There are no prerequisites for this course, so there is not much of a focus on activating or applying prior knowledge. Rather, the focus is on giving learners new experiences (through the process of engaging with the comic scenarios) that they can then draw on in the future.

Does the courseware provide relevant experience that can be used as a foundation for the new knowledge?

If learners already know some of the content are they given an opportunity to demonstrate their previously acquired knowledge or skill.

RATING FOR ACTIVATION STAGE: Silver


DEMONSTRATION Are the demonstrations (examples) consistent with the content being taught?

Are the demonstrations (examples) consistent with the content being taught? • Examples and non-examples

for concepts? • Demonstrations for

procedures? • Visualizations for processes? • Modeling for behavior?

I do believe that this module meets all of these requirements, except for explicit comparison and perhaps including both examples and non-examples.

Are at least some of the following learner guidance techniques employed? • Learners are directed to

relevant information? • Multiple representations are

used for the demonstrations? • Multiple demonstrations are

explicitly compared?

Is media relevant to the content and used to enhance learning?

RATING FOR DEMONSTRATION STAGE: Silver

APPLICATION Are the application (practice) and the posttest consistent with the stated or implied objectives?

Are the application (practice) and the posttest consistent with the stated or implied objectives? • Information-about practice

requires learners to recall or recognize information.

• Parts-of practice requires the learners to locate, name, and/or describe each part.

• Kinds-of practice requires learners to identify new examples of each kind.

• How-to practice requires learners to do the procedure.

• What-happens practice requires learners to predict a consequence of a process given conditions, or to find faulted conditions given an unexpected consequence.

I do believe that the posttest is consistent with the objectives. The courseware does require learners to use new knowledge; however, since there are only eight questions perhaps the opportunities to do so are not as varied as they could be. Finally, the printable reference does serve the purpose of providing the tutor with context-sensitive help however there is no mechanism for diminishing it over time.


Does the courseware require learners to use new knowledge or skill to solve a varied sequence of problems and do learners receive corrective feedback on their performance?

In most application or practice activities, are learners able to access context sensitive help or guidance when having difficulty with the instructional materials? Is this coaching gradually diminished as the instruction progresses?

RATING FOR APPLICATION STAGE: Silver

INTEGRATION Does the courseware provide techniques that encourage learners to integrate (transfer) the new knowledge or skill into their everyday life?

Does the courseware provide an opportunity for learners to publicly demonstrate their new knowledge or skill?

Yes, learners can use the printable reference in their tutoring practice and then respond to a post-survey to indicate the extent to which they applied the course content. However, this is not explicitly performed in the context of the course.

Does the courseware provide an opportunity for learners to reflect-on, discuss, and defend their new knowledge or skill?

Does the courseware provide an opportunity for learners to create, invent, or explore new and personal ways to use their new knowledge or skill?

RATING FOR INTEGRATION STAGE: Bronze

References

Horton, W. (2011). E-learning by design (2nd ed.). San Francisco, CA: Pfeiffer.

Documents

E-Learning Project Design and Development€¦ · • Storyboard or wireframe • Site or directory map • All instructional content •Part 1: Tuesday, May 22 • Part 2: Tuesday,