Preparation+for+Online+Learning+at+WB+University

The Four Phase Learning Cycle
In //The Accelerated Learning Handbook// (Meier, 2000), the four phase learning cycle is described as 1. Preparation 2. Presentation 3. Practice 4. Performance Reviewing my work as a content developer for WB1, Inc., I determined that our self-paced Certification Program included all phases but the first.

An Optional ‘Preparation for Learning’ Presentation
I think that a “self-help” course could be added to our existing asynchronous LMS. The course consists of a video presentation that employs audio, video, links, and online quizzes, as well as traditional text to outline the Certification Program, provide some guidance in planning their learning, help the learner discover his/her learning style and suggest compatible strategies, and address learning barriers. I choose this technology because it is compatible with the existing “learner experience” in our LMS. This self-help course is optional because it does not contain knowledge and skills related to that Certification Program.

Meier, D. (2000) //The accelerated learning handbook.// NY: McGraw-Hill

Instructor comments
==== Your title, “An Optional ‘Preparation for Learning’ Presentation”, helps the reader get some idea of what your project is about, but make it a bit more specific: who’s your audience? what’s your technology? Maybe something like “Preparing WB1 workers for learning via video” would provide readers with a bit more information about your project. ====

I like how you justify the need for this course by drawing from theory straight off the bat. Under your main title, “An Optional…”, I would recommend beginning your description with your learning goals. As a reader, I already know why you’re proposing the course; now, tell me what people will gain from it. Why is this preparation short course important? What will people learn from it? You talk about how the course will “provide some guidance in planning their learning, help the learner discover his/her learning style and suggest compatible strategies, and address learning barriers”. Why are these things important? Who will benefit?

Also, how will your chosen technology (video—although it’s combined with a number of other technologies. I would recommend paring this down in the future) support this learning? Video production is labor-intensive. Why this technology, and not another? Remember, companies and educational institutions are all looking for ways to trim costs; you need to sell this course to them!

On a side note, I would like you to be a bit more specific in the future; I’m not sure what WB1, Inc. is, or what the certification course is for. I know that this initial assignment asks you to be brief, so you’re not being marked off for this in any way. But, I would like a bit more context as an outsider as to what the course is, who the “students” are, etc. so I can envision the learning context.

My reflection on the comments
First, on the assignment - 100 words isn't enough. It is too little to cover the context, the problem, the solution, and provide any kind of justification for any of it. I'm good with words, respected for my concise writing, and 100 words wasn't enough for me. Secondly, I attached the storyboard as a way of filling in some blanks that the 100 words didn't allow me. From the comments, there is evidence (but not conclusive) that this wasn't reviewed as part of the context of my description. Third, ethically, I'm not able to describe my company, its products, etc. because I don't exactly have permission to do so. We're in a very high tech, very competitive, very security-conscious business, so I try to describe it without describing it.

I'm not sure how //An Optional ‘Preparation for Learning’ Presentation// was considered as the title of my project; it wasn't even the title of this page. Originally I named this page "Prepping for Learning", but have now changed it to "Preparing for Learning @ WB University", shown in the storyboard, which again, I assumed would be used in support of this assignment. I don't think that the technology or audience needs to be in the title. The structure of the LMS used for WB University, and the embedding of the file into the lesson (because of the associated title, ALT text, or player), will tell the learner that it is a video, a podcast, etc. Since there is only one audience - i.e., candidates for the Certificate Program - it would be redundant to state it again. My CSU-G courses don't reflect the audience in any of their titles. I do agree that the content and context needs to be represented in the title, and I believe my title does that.

Providing the learning objectives in the description is a good suggestion when writing a proposal description. I have listed learning objectives for both the course and the Certification Program in the storyboard. Again, with the limit of 100 words, its hard to accurately describe the objectives, as well as meet the other requirements.

I agree with the concerns about the variety of technologies. This variety stems in part to the storyboard's iteration history, and that I wanted to "find the universe of possibilities" before settling on a final plan. I want OTL 542 to help me sort out this issue. See Rethinking the Problem for additional work on this. As for choosing video, and the costs associated with that, the content is very static. The Certification Program is moderately mature, and the discussion of it is high level. The other topics are basic learning skills - reading, note taking, etc. - which are extremely static. I don't see this lesson as requiring much maintenance, therefore, little in terms of costs. I did not plan to use live actor video, but rather digital story, such as [|this story I did a few years ago.]