Design Document for Study Skills

CBT_Design-Document_PL_6-26-15.doc 1 6/26/2015

Design Document for Study Skills By Paulo H. Lellis

Purpose of the Course To provide study skills to newly admitted college students during the summer before their freshman year by delivering instruction on note-taking, scheduling, and stress reduction.

Audience Description Primary and secondary audiences of varying age, gender, and educational characteristics make up the target populations for this instruction. Students entering their first year of college through a pre-college program comprise the first group. This group may include students who have not been exposed to college-level work and may benefit from study skills instruction prior to starting college. The secondary audience is made up of college students who are currently enrolled and wish to obtain study skills instruction. This group may participate in the instruction if the pre-college population does not occupy all of the space in the course.

For both groups, the learners will be students transitioning into adulthood who are between 17 to 23 years of age. The gender of the learners will vary by semester. All students will be graduates of a secondary education program, or high school. Additionally, it is expected that some students may have been exposed to college level courses and some may have received study skills instruction prior to the course. Thus, the instruction may benefit currently enrolled and entering students of varying age, gender, and educational backgrounds.


Major Course Objectives (Terminal)

Terminal Objective 1: Apply the Immediate and Retrospective points of the Cornell Note-taking Format (CNF).

Terminal Objective 2: Decide the common activities that require scheduling in a daily to-do list.

Terminal Objective 3: Demonstrate the deep breathing stress reduction technique.

Course Enabling Objectives

Enabling Objective 1.1: Identify all of the Immediate Steps of the Cornell Note-taking Format (CNF).

Enabling Objective 1.2: Summarize all of the Retrospective points of the CNF steps.

Enabling Objective 1.3: State the categories of information to be listed in a CNF grid sheet.

Enabling Objective 2.1: Identify the common activities that require scheduling.

Enabling Objective 2.2: List the activities from a time management checklist in a daily schedule log.

Enabling Objective 2.3: Organize the items from the log using a daily to-do list.

Enabling Objective 3.1: Identify common types of stress faced by students.

Enabling Objective 3.2: List all of the steps of the deep breathing stress reduction technique with 100% accuracy.

Enabling Objective 3.3: Maintain the interval between the lengths of practice breaths.


RLO Enabling Objective

Enabling Objective 1.1: Identify all of the Immediate Steps of the Cornell Note-taking Format (CNF).

Enabling Objective 1.2: Summarize all of the Retrospective points of the CNF steps.


Learning Assessment for Course

Assessments will be provided throughout the course for the Enabling Objectives. Given, that each Terminal Objective is a self-contained component of study skills, an overall assessment will not be conducted at the end of the course. Instead, Formative Assessments, or measures that seek further improvement of the learner, will be conducted throughout the instruction (Crooks, 2001). Additionally, summaries of performance at the end of the instruction, defined here as the end of each Terminal Objective, will also be used (Crooks, 2001). The assessments will include mastery quizzes, a sequence-based assessment, and a performance based assessment. A listing of the assessments and their corresponding objectives is provided here:

Strategy Key: Terminal Objectives = TO Enabling Objectives = EO

• Online mastery quiz to measure the learner’s knowledge of the Cornell Note-taking Format (CNF) (Formative) [TO1, EO1.1].

• Performance-based assessment on a simulation of note-taking using the CNF (Summative) [TO1; EO1.2, EO1.3].

• Online mastery quiz to measure the learner’s knowledge of typical activities that require scheduling (Formative) [TO2; EO2.1].

• Sequence-based assessment using a simulation for scheduling (Summative) [TO2; EO2.1, EO2.2].

• Online mastery quiz will measure the learner’s knowledge of common stress that students face (Formative) [TO3; EO3.1].

• Performance-based in-class demonstration on the steps of the stress reduction technique (Summative) [TO3; EO3.2, EO3.3].


Learning Assessment for RLO

The learning assessments for the Reusable Learning Object (RLO) will include the following exercises:

• Online drill and practice activity on the Cornell Note-taking Format (CNF)

The activity for the RLO will be composed of true/false and pick one questions, common methods for administering tests and activities in multimedia environments (Alessi and Trollip, 2001). Four “true or false” and three “pick-one” questions will be used. In this capacity, the RLO will contain exercise activities/assessments that will employ both common approaches to Computer-Based Training (CBT).

Instructional Delivery method for Course (overall)

A blended format containing an online component and in-person class sessions will be used to deliver the instruction. The online component will follow the principles of Computer-Based Training (CBT) and will contain a Reusable Learning Object (RLO). In this capacity, the course will be both online and it will have instructor-led component for hands-on training in study skills. Additionally, the online component will supplement the in-class sessions by providing video lectures, readings, and supporting documents. The in-person sessions will be comprised of three one-hour lectures where learners will complete individual work and participate in group activities. Given that the primary audience is made up of learners transitioning into adulthood, the blended format will allow for instruction that addresses the needs of traditional students by means of the in-person lectures. The instruction will also provide the practical course materials online that may be used by self-directed adult learners. Through the provision of self-directed study materials, the approach may also benefit the secondary audience, which may be of an older age group than the primary audience.


Instructional Strategy for RLO

The instructional strategy to be used for the Reusable Learning Object (RLO) is Direct Instruction. This strategy is an adaptation from face-to-face instruction to computer-based instruction. According to Rowan (2013), Direct Instruction is commonly used as a teacher-centered strategy which includes lectures and presentations. For the RLO presented here, the live instructor will be forgone for Computer-Based Training (CBT) in which lecture information will be presented. Additionally, an organizer will be used to introduce the topic on each screen. Lastly, the methods used for the activities will include knowledge checks/assessment activities.

Media The training will use three types of media. The media are as follows: • Textual media • Graphics • Audio media Media choices were chosen with consideration of the time and cost of production. In order to balance these factors, video will not be used for the instruction.


508 Accommodations This course will incorporate Section 508 Accommodations in various components. Additionally, the course will draw on the principles of Universal Design for Learning (UDL). The components addressed by UDL and Section 508 include the use of multimedia for the instruction.

Item 6 of the U.S. General Services Administration’s “Multimedia 508 Checklist” addresses the use of audio. The guideline recommends that audio files have accompanying transcripts. In line with Section 508, the course will provide transcripts of all audio as a means of accommodation. The populations that may benefit from this option include learners with disabilities, individuals who are learning a language, and learners who prefer visual to audio learning.

According to item 7 of the “Multimedia 508 Checklist,” graphics should avoid strobing, flickering, and flashing effects. Care will be taken to ensure that such use of multimedia will not be present in the course.

By providing alternatives to the learners, Section 508 accommodations will be provided in the spirit of ULD accessibility.

Course Structure Description

The course will be composed of modules, units, and lessons. Three self-contained modules of Computer-Based Training (CBT) will be included in the instruction. Similarly, the modules will be complimented by three in-class units of content. Each module and unit will be composed of strategies and assessments that make up the lessons, for a total of 6 lessons.

Modules are defined here as self-contained instruction that will be offered via CBT. Units are defined here as the instructor-led classroom training for the course. Lessons are the major topic areas covered by activities and assessments for each module or unit. Modules, units, and lessons will generally correspond to one or more enabling objectives.


Seat Time of Course The online component of the course will be asynchronous. Tasks will need to be completed in the appropriate week of the lesson. There will be three weeks of lessons for the course. The estimated length of time for each online lesson is 10 minutes.

The in-class sessions will meet on Fridays from 1:00PM to 2:00PM. There will be three weeks of lessons (one lesson per week) for the in-class component of the course.

The total estimated seat time for the entire course is 3.5 hours.

Seat Time of RLO The estimated seat time of the Reusable Learning Object (RLO) is about 16 minutes. This seat time is based on the estimate of 1 minute of seat time per screen of the RLO. Given that the RLO has 16 screens, the seat time is estimated to be 16 minutes.

RLO Outline Please see Appendix A for a detailed Reusable Learning Object (RLO) outline.


RLO Flowchart Home%

Help%

Objec,ves%RLO%Descrip,on%

Evalua,on%

CNF%Overview%

CNF%Steps%

Exercise%1:%Order%CNF%Steps%

CNF%Review%

Ques,on%3%Ques,on%4%

Ques,on%5%



Ques,on%5%

Drill%and%Prac,ce%Ac,vity%

Correct%

Incorrect%

Incorrect%

Incorrect%

Incorrect%

Correct%

Correct%

Correct%



Ques,on%5%

Mastery%Quiz%

You%score%is%<%100%.%Try%again.%%

Complete.%Congratula,ons!%

Home%

RLO%Conclusion/%Credits%

Help%

Branching%Scenario.%

Learner%may%opt%to%skip%to%

Quiz.%

Course%Map%%

May%be%accessed%%from%any%screen.%

Exit%%

May%be%accessed%%from%any%screen.%

Branching%Scenario.%

Learner%may%opt%to%skip%to%CNF%Review.%

Correct%

Correct%

Correct%

Incorrect% Correct%

Correct%

Incorrect%

Incorrect%

Incorrect%

Incorrect%


Screens/Pages in RLO The estimated number of pages/screens for the project is 16. The pages/screens are as follows: Screen 1: Home Screen 2: Description Screen 3: Objectives Screen 4: Evaluation Screen 5: Overview Screen 6: Steps Screen 7: Review Screen 8: Knowledge Check 1 Screen 9: Knowledge Check 2 Screen 10: Knowledge Check 3 Screen 11: Knowledge Check 4 Screen 12: Knowledge Check 5 Screen 13: Knowledge Check 6 Screen 14: Knowledge Check 7 Screen 15: Complete Screen 16: Credits

Knowledge Checks or Other Assessments or Practices

__4__Dichotomous (T/F, Y/N, etc.)

__3__Multiple Choice

__0__Multiple Select

__0__Drag and Drop

__0__Custom – describe; if appropriate, supply flowchart in an Appendix and reference it here.

__0__Other – describe


Rollovers/click events

__12__Rollovers

6 total instances of visual rollovers will direct learners to use the navigational elements of the authoring tool when the mouse is over the content area of certain screens.

6 instances of audio rollovers will also be present throughout the instruction to give the learner control over certain audio elements.

In total, 12 rollover instances will be present.

__29__Click Events

At least one click will be used in the “Evaluation” screen to indcate the learner’s level of knowledge with the material. Click events will also be used for the 7 “Knowledge Check” items. Each item requires at least 4 clicks, which include closing the prompt box, selecting an answer choice, clicking submit, and responding to the answer prompt box. This is a total of at least 28 clicks. Thus, a total of 29 minimum clicks compose the instruction.


Course and Project Navigation

The course will make use of several navigation features. The features are as follows:

• Paging • Map For the paging features, two button options will be used: Next and Previous. This allow the learner to move seamlessly from page to page within the learning environment. Although menus are used to organize courses, they may not be suitable organization tools when a course veers from a hierarchical path. Given that the course will have a branching scenario, an advanced organizer will be used as a course map. After its initial presentation, the organizer will also be visible in every screen in order to orient the learner. Given the small size of the course and the fact that learners are not encouraged to find information during the “Knowledge Check” portion of the learning, a “Search” feature which allows the user to move to any area of the course will not be used. Thus, paging and a map were the prime navigation features selected based on their functionality for the course.

Screen Layouts Please see Appendix B for the sample screen layouts for the Reusable Learning Object.


Development Tools The primary authoring tool for this instruction is Udutu. The graphics tool used to build the instruction is PowerPoint. The primary audio tool being used is Garageband. The storyboarding tool being used is PowerPoint. No other tools will be used for the instruction.

Ownership Paulo H. Lellis will develop the initial course; and, he will also maintain the course. The course is being developed as a student project for the EDUC 767, Designing Computer-Based Training (CBT), course at the University of Wisconsin Stout.


Development Time This course will take approximately 174.98 hours to develop. The estimate is based on e-Learning development time, time devoted to learning new software, and training development time for instructor-facilitated classroom sessions. An estimate of 3.18 hours of development for each minute of asynchronous e-Learning was obtained from the eLearning Guild’s (2002) e-Learning Development Time Ratio Survey. Each asynchronous online component lasts ten minutes for an estimated 95.8 hours of development time for 3 components. 20% of the e-Learning estimated time will be the amount of time devoted to learning new software. This is represents 19.18 additional hours of development time. An estimate of 20 hours per one hour of “Stand-up training” in a classroom was obtained from the Association for Talent Development (2009) survey’s low estimate of “Type of Training per 1 hour” in 2003. A low estimate was used based on the trainer’s previous experience in classroom settings. Given that the course will have 3 classroom sessions, 60 hours of development time would be required.

Support requirements No additional support requirements are necessary for the course.

Given that the designer and developer of the course will serve as the Subject Matter Expert (SME), there will be no need for other SME’s.


Project Sign-off [optional]

Please sign below indicating agreement with the proposed course plan and approving start-up of the storyboard and development phases.

Paulo H. Lellis 6/26/15 Instructional Designer Date

Paulo H. Lellis 6/26/15 Project Manager/Sponsor Date


APPENDIX A

1.) Introduction 1. Objectives: -Terminal Objective: Terminal Objective 1: Apply the Immediate and Retrospective points of the Cornell Note-taking Format (CNF) -Enabling Objectives: (Only Enabling Objective is listed on the Reusable Learning Object because it is a stand-alone lesson) Enabling Objective 1.1: Identify all of the Immediate Steps of the Cornell Note-taking Format (CNF) [Cognitive Domain] Enabling Objective 1.2: Summarize all of the Retrospective points of the CNF steps [Cognitive Domain] 2. Description of the Reusable Learning Object (RLO) 1.) Introduction of RLO through an advanced organizer 2.) Self Evaluation (Question) The learner will be asked whether or not he/she is familiar with the Cornell Note-taking Format (CNF). If the learner responds that he/she is familiar with the CNF, the learner will then skip to item 6: Review of the 5 Steps of the CNF. If the respondent states that he/she is not familiar with the CNF or chooses to skip the question, the learner will move to item 3: Presentation on the CNF. 3.) Presentation on the CNF 4.) Overview of the types of steps in the CNF: Immediate and Retrospective Steps 5.) Presentation on the CNF Steps 1.) Recording Facts 2.) Reducing Information 3.) Reciting Information 4.) Reflecting on the Material 5.) Reviewing the Notes 6.) Review of the 5 Steps of the CNF 7.) Knowledge Check 1-7: Mastery exercises The learner will answer true/false and pick one questions regarding the CNF 8.) Completion - The learner will be congratulated for finishing the lesson 9.) Credits- Credits information is provided to the leaner


APPENDIX B

Sample Home Screen:

The Cornell Note-taking Format

A tutorial on the approach

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h"p://www.designloud.com/wp>content/uploads/2014/05/Checklist.png@

Home h"p://fusawa.com/wp>content/uploads/2014/08/sound>png.png@

h"p://www.iconsdb.com/gray>icons/hexagon>outline>icon.html@


Sample Objectives Screen:

Objectives

Identify all of the Immediate Steps of the Cornell Note-taking Format (CNF).

[Cognitive Domain]*

Summarize all of the Retrospective points of the CNF steps.

[Cognitive Domain]*

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Objectives

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Sample Knowledge Check Screen 1:

Knowledge Check 1

The area that is covered during the Recite step is the Cue Column.

Check 1

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Sample Knowledge Check Screen 4:

The$immediate$steps$of$the$Cornell$Note3taking$Format$are…$

Knowledge Check 4

Check 4


References Alessi, S. M., and Trollip, S. R. (2001). Multimedia for learning (3rd ed.). Needham Heights, MA: Allyn and Bacon. Crooks, T. (2001, September 13–15). The validity of formative assessments. Proceedings from British Educational Research Association Annual Conference, University of Leeds. eLearning Guild’s (2002) e-Learning development time Ratio survey. Retrieved from http://www.elearningguild.com/pdf/1/time%20to%20develop%20Survey.pdf Horton, W. (2012). E-learning by design (2nd ed.). San Francisco, CA: Pfeiffer. National Center on Universal Design for Learning. UDL guidelines - version 2.0. Retrieved from http://www.udlcenter.org/aboutudl/udlguidelines Rowan, K. J. (2013). Glossary of instructional strategies. Retrieved from http://www.beesburg.com/edtools/glossary.html#D The Association for Talent Development (2009). Time to develop one hour of training. Retrieved from https://www.td.org/Publications/Newsletters/Learning-Circuits/Learning-Circuits-Archives/2009/08/Time-to-Develop-One-Hour-of-Training U.S. General Services Administration. Multimedia 508 checklist. Retrieved from http://www.gsa.gov/portal/mediaId/117666/fileName/Multimedia_508_Checklist_%281%29.action

Documents

Design Document for Study Skills