What do you think the perceptions of distance learning will be in the future (in 5–10 years; 10–20 years)?
Distance learning has become a quickly growing industry. Competition has become the driving force behind the need for continued growth and expansion. With industries placing such importance on growth, it is becoming equally important for employees to stay current on technology and the evolution of the business world. As a result, the need for meeting company standards has forced employers and universities to provide access to learning. It has become extremely important for everyone to have the knowledge and skills to outperform each other. In order to do this there needs to be a form of distance learning that is available to everyone. The industry is evolving and so to must the methods we use to educate our learner. Very often, the learners schedule does not allow for traditional learning to take place. As such, distance learning provides the flexibility and convenience for such learning. “Cyberlearning advocates, on the contrary, argue that online education provides students with better and faster access to information, allows for more individualized instruction, accommodates different learning styles, and increases students’ satisfaction with their courses.” (Navarro & Shoemaker, 2000) I truly believe distance learning is going to change the world. I believe as money continues to be a concern, more and more schools will begin to access the use of distance learning as an alternative form of educating our society. I also believe as more individuals participate in distance learning they will want to incorporate this learning in their own workplace and individual lives. Distance learning forces the learner to take a more active role in their learning and as a result the more individuals that partake in distance learning the stronger a role this type of learning is going to take in our everyday lives, and not just the corporate world but also in k-12 and in higher education.
How can you as an instructional designer be a proponent for improving societal perceptions of distance learning?
As an instructional designer, it is my job to show the world how important interactive learning is to succeeding in the education world. I will be responsible for sharing what I have learned and how successful my experience has been with distance learning. The key for a designer is to create learning that supports the advantages for distance learning. As the designer, it will be important for me to incorporate all that I have learned in regards to learning styles, personalities and learning theories into the courses I design. Each course I design needs to support a variety of learning styles and theories so that my learners can walk away with a positive experience and share their learning with others.
How will you be a positive force for continuous improvement in the field of distance education?
I have participated in online learning for the past three years. I have taken courses at two different online learning environments, each school having a very different way of teaching. Experiencing both schools, the one thing that I will walk away with is the emphasis online learning puts on the learners roll in their own education. I believe, from my own experience, that online learning forced me to take an active role in my education. Distance learning encouraged me to focus and work harder to find the answers and put them into practice. Distance learning taught me how to gather information and create my own theories based on the information I found. My active role in my own distance learning has made me a better learner and as such a higher-level thinker.
Reference
Navarro, P., & Shoemaker, J. (2000). Performance and perceptions of distance learners in cyberspace. The American Journal of Distance Education, 14(2), 2. Retrieved 10 26, 2012, from www.irrodl.org/index.php/irrodl/article/view/313/494
Saturday, October 27, 2012
Sunday, October 21, 2012
Converting to a Distance Learning Format
What are some of the pre-planning strategies the trainer needs to consider before converting his program?
Before converting his training, the trainer has a few items that need to be addressed. Is he ready for the responsibility of an online course? Does he have all the material needed for the instruction? “Another important issue when teaching online is that of establishing the communications framework.” (Simonson, Smaldino, Albright, & Zvacek, 2012, p. 164) Has he set aside a time for accepting appointments and dealing with student complaints or concerns? Has the instructor prepared a syllabus with a thorough explanation of the expectations, requirements and assignment due dates. The trainer also needs to ensure that he has the correct technology available for the course. “The instructor needs to consider the learning task, the instructional material and the teaching strategies, and also the role that the technology may have played in the instruction.” (Simonson, Smaldino, Albright, & Zvacek, 2012, p. 165)
Main categories and subcategories of information that need to be considered are:
• Main decisions:
o Motivation for course conversion
o Modification of course content
o Form of content presentation
o Technology used for course development
o Technology used for course delivery
o Additions/modifications to pedagogical strategies
• Influencing factors:
o Institutional factors
o Players and roles
o Technology factors
o Other factors (Kampov-Polevio, 2010)
“Online learning is focused not only on the online contexts, but also includes a full range of computer-based learning platforms and delivery methods, genres, formats and media such as multimedia, educational programming, simulations, games and the use of new media on fixed and mobile platforms across all discipline areas.” (Keengwe & Kidd, 2010)
What aspects of his original training program could be enhanced in the distance learning format?
In redesigning this course, the trainer need not dispose of his current training material. The current course material can continue to be used with enhancements. The trainer needs to ensure that he adds a form of interactivity for the learner. “Content is organized and sequenced with an orientation toward prescribed outcomes.” (Simonson, Smaldino, Albright, & Zvacek, 2012, p. 198) In fact, if the trainer follows Sorensen and Baylen’s instructional practice guidelines the learner will become more involved and gain a more enhance and fulfilling learning experience.
How will his role, as trainer, change in a distance learning environment?
Online courses change the role of the trainers. It will demand a more interactive role on the part of the trainer in relation to his students. Because online learners require a more interactive environment, the trainer will need to change how he addresses these needs.
“Online education demands that student become engaged in the learning process.” (Simonson, Smaldino, Albright, & Zvacek, 2012, p. 195) Students need to feel as though they are in control of their learning. The learning needs to “transform” from teacher centered to student focused. To do this the following needs to consideration need to be adjusted in the teaching strategy:
• From lecturing to coaching
• From taking attendance to log on
• From distribution of requirements to connected learning
• From credit hours to performance standards
• From competing to collaborating
• From library collections to network connections
• From passive to active learning
• Form textbooks to customized materials. (Simonson, Smaldino, Albright, & Zvacek, 2012, p. 196)
What steps should the trainer take to encourage the trainees to communicate online?
To encourage communication the trainer will need to provide opportunities for discussions and exchange of ideas. “Online teaching and learning environments are unbound and dynamic. Online learning environments include diverse range of pedagogical practices and are often characterized by active learning student-centered pedagogical techniques.” (Keengwe & Kidd, 2010) He will need to give ‘students opportunities to think about a topic and respond to actual hands-on manipulations of learning objects.” (Simonson, Smaldino, Albright, & Zvacek, 2012, p. 201) These opportunities can include small group discussion, case studies, debates or virtual trips. “The key to active learning is to keep the learners involved in their own learning, not just keeping them busy.” (Simonson, Smaldino, Albright, & Zvacek, 2012)
My Generic Study Guide Outline:
Blended Learning
• Introduction
o Introduce yourself
o Have the class introduce themselves
Separate the large group into smaller groups and exchange
• Name
• Where they come from/live
• Why they took the class
• If they have any experience in the class topic
• Learning Objectives
o Discuss how the class will be broken down
Syllabus
Lesson structure
• Face to face
• Online learning
o Expectations:
What they can expect from the class
What is expected from them
How they can participate to add to their class experience
o Collaboration
Discuss how this will take place
• Online
o Possible webinars for a collaborative and synchronous exchange of information and ideas.
• During class time
o As a group or in sub groups
• Discussion boards
o Exchange and share research on assignments
o Discuss findings and ask questions of your peers that will challenge and extend your understanding of the discussion
• E-mails
o Assignments
Review main topic
Discuss what the assignments are going to be
Discuss due date
Review if there will be group projects
• Breakdown
• Requirements
• structure
Review the process for submitting the assignments
• E-mail
• blackboard
Discuss requirements for the assignments
• Online project
• essay
• presentation
• any possible use of media for the assignments
o Grading
Review how the grading is going to be structured
Review what each assignment is worth
Review deadlines and restrictions on late material
o Class Material, including assignments and handouts
Posted online
All material will be available for everyone at anytime
Since I was struggling a little with this assignment, I did some online research. I found a study guide online that I think would be very helpful once you know what your topic of instruction is going to be. I have attached the study guide template to my outline with some of my own modifications. I chose to use the topic for the online learning course from my course project “Project Management”, so that it would help me better prepare the study guide for this assignment. I did make some slight modifications to the project since this study guide is for a blended learning format.
The study guide is important to the educator because:“First, the use of handouts improves student note taking and makes it more efficient. Second, the ISG is a management tool that directs course activities before, during and after instruction. Finally, the ISG handout can be used in any classroom, including all categories of distance education systems.” (Simonson, Smaldino, Michael, & Susan, 2012)
References
Foote, K. E., & Sharron, L. C. (2009). Project Planning and Life Cycle. Retrieved from The Geographers Craft: http://www.colorado.edu/geography/gcraft/notes/lifecycle/lifecycl_f.html
Haughey, D. (2000-2012). Project planning a step by step guide. Retrieved from Project Smart: http://www.projectsmart.co.uk/project-planning-step-by-step.html
Kampov-Polevio, J. (2010). Considerations for supporting faculty in transitioning a course to online format. Online Journal of Distance Learning Admiistration, XIII(II). Retrieved 10 13, 2012, from http://www.westga.edu/~distance/ojdla/summer132/kampov_polevoi132.html
Keengwe, J., & Kidd, T. T. (2010, June). Towards best practices in online learning and teaching higher education. Journal of Online Learning and Teaching, 6(2). Retrieved 10 13, 2012, from http://jolt.merlot.org/vol6no2/keengwe_0610.htm
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and Learning at a Distance Foundations of Distance Education (Vol. 5th Edition). Boston, MA: Pearson.
Simonson, M., Smaldino, S., Michael, A., & Susan, Z. (2012). Teaching and learning at a distance foundation of distance education (Vol. 5). Boston, MA: Pearson. Retrieved 09 11, 2012
Study Guide for
(Assignment 7-Project Management)
www.adams.edu/extended_studies/img/general_instructions.pdf
(Project Management)
Review Page
On this page are listed the key points in short, easy to read statements. These key points can be concepts, facts, theories, etc.
1. Introduction to Project Management
• definition
• importance of project management
• project life cycle
2. Project Planning
• Project evaluation
• Estimation (cost, scheduling)
3. Project Management
• Demands on projects
• Selecting the right team
• Risk and quality Management
4. Project Leadership
• Developing your teams
• Management styles
Example:
1. There are four steps to Project Management Planning: http://www.projectsmart.co.uk/project-planning-step-by-step.html
• Project Goals
• Project Deliverables
• Project Schedule
• Supporting plans (Haughey, 2000-2012)
2. Project Planning: Life Cycle (Foote & Sharron, 2009)
(Liz McCrodden) Bio
School: NYIT
Background: BFA in Interior Design, MS in Instructional Design, I managed many small and large projects for a number of mill working firms. I have experience in both commercial and residential design. I have also worked in education for the last 5 years. I have worked in both the elementary industry and now the higher education online industry.
Content
(I really do not have a course developed so I kept the original integrity of the document in place. I felt it provides a good starting point for the beginning template of a study guide.)
Depending on how long this study guide is, the content can be structured in one of two ways.
1. If the study guide is relatively short, use this page to simply state what will be found in this study guide.
Examples:
• Background Information
• Practical Concepts
• Formulas
2. If the study guide is relatively long, use this page to create a full “Table of Contents.”
Examples:
Background Information Page 1
Roots in India Page 2
Uses in the 1800’s Page 3
Practical Concepts Page 4
Terminology Page 5
Formulas Page 6
Introduction
On this page, welcome the student to the course. Use this page to help the student understand what this material will help them learn, why they should know it, and how it is going to help them in the future.
Welcome to the Project Management Certification course. This course will be blended learning course in which you will learn at your own pace and together with the class. You interaction with your fellow classmates will be conducted via chartroom, discussion or the use of wiki or blogs. You are welcome to use twitter as another source for exchanging and sharing ideas throughout this course with your fellow classmates. This course will help better prepare you to manage not only the needs of your projects but also the needs of your teams.
The Project Management Certification course will introduce you to the steps and tools needed when dealing with the management of projects within your organization. You will learn how to facilitate your projects by learning how to manage timelines, budgets, team building, team management, and risks management.
(For this section I went back to my course project and pulled the information from there)
Learning Objectives
Add the learning objectives from the course on this page.
After completing this course, you will be prepared to take the PMI Certification exam and you will have the skills and training for better managing your projects.
Example:
Study of this material should provide a better understanding of these concepts and their application:
1. The importance of setting goals
2. The complexity of project management
3. The stages of project scheduling and deliverables
4. The necessity for risk management and quality assurance
5. The complexity of managing teams
Taking this Course
Use this page to give students a step-by-step instructions on the process of this course. For some courses, this will be longer than others.
Examples:
1. Read the following study material
2. Review the PowerPoint presentation online
3. Take the practice test
4. Review material
5. Take the exam
Set aside information that is particularly important by using a box or eye-catching images.
Examples:
How to Prepare for This Exam
Use this page to explain what study materials will be needed in order to prepare for the exam. Use a bulleted list to show any supplemental materials, software, or other exam preparation materials needed.
Examples:
• This study guide will provide you with the in-depth knowledge you will need in order to complete the exam.
• A PowerPoint presentation has been included in this study material and you will need the Microsoft PowerPoint software in order to view this material.
• The supplemental CD will expand your knowledge concerning this field.
• The sample questions and practice test at the end of this study guide will help you asses your knowledge before you take the examination.
• The book “________________” is not required to pass the exam; however, it will provide excellent additional information concerning this field if you choose to read it.
About this Study Guide
On this page let students know what is included in the study guide.
Examples:
• Terminology – A list of all the definitions and jargon that you will come across while studying this material.
• Study Material Information – The actual text/charts/graphs covering all the fields, topics, and information.
• Important Points – This bulleted list will give you a summarized version of all of the major topics covered in the section.
• Preparation Questions – At the end of each section there will be a list of walkthrough questions pertaining to the information you just covered, answers to these questions will follow immediately after.
• Citation – Name your sources
Prerequisites
Use this page to write out any prerequisites somebody should have, or needs to have, before sitting for the examination.
Examples:
• All applicants must have a current Certified Public Accountant license before qualifying to take this examination.
• Applicants should have a basic knowledge of all mathematical functions before sitting for this examination for they will not be taught in this study guide.
Section 1
(Insert title of section here)
Terms:
Place a bulleted list of the terms that students will need to know for this section. They do not have to be defined here; there will be a glossary at the end of the study guide for that.
Objectives:
Here list the different skills/techniques/knowledge that a student should know by the time they finish reading this particular section.
Body of Section
Now it is time to start filling in your study guide:
• Use clearly marked headings with a larger font or bold text
• Use bulleted list for easy to read, quick-fire learning and list
• Use charts, graphs, figures, illustrations, and screen shots to demonstrate meaning
• Give examples
• Don’t forget to use:
And
End of Section
Preparation Questions
At the end of each section have sample questions covering the objectives that were suppose to be learned in the section. These questions should be different then the questions that appear on the actual exam, but should still cover the same material.
After each question the answer should immediately follow along with an explanation on why that answer is the correct answer.
Example:
1) If a term is defined within the text of a section it does not need to appear in the glossary.
True
False
Correct Answer: False. A term needs to be in the glossary even if it has already been defined in order to provide the reader with a quick reference.
Citation
Cite all sources used for this section on this page. Proveide a list of sources to the reader should they wish to seek out extra information concerning a specific topic.
Stating at this point follow the template set up on pages 1-4 until you have completed all the sections you wish to include.
Glossary
In this section list (in alphabetical order), all the definitions to all terms, lingo, jargon, unusual wording and expressions found within the text.
Index
In this section list (in alphabetical order), important terms, names, places, events, and topics along with the page numbers where they are mentioned.
Examples:
Author, i, iii
course, v, vii
exam, vii, viii, 3
information, iii, vii, viii, ix, 4
Objectives, 1
PowerPoint, vii, viii
section, ix, 1, 3, 4, 6, 7
sections, 5
study guide, iv, viii, ix, x, 1, 2
Study Guide, i, ix
Title, i
Before converting his training, the trainer has a few items that need to be addressed. Is he ready for the responsibility of an online course? Does he have all the material needed for the instruction? “Another important issue when teaching online is that of establishing the communications framework.” (Simonson, Smaldino, Albright, & Zvacek, 2012, p. 164) Has he set aside a time for accepting appointments and dealing with student complaints or concerns? Has the instructor prepared a syllabus with a thorough explanation of the expectations, requirements and assignment due dates. The trainer also needs to ensure that he has the correct technology available for the course. “The instructor needs to consider the learning task, the instructional material and the teaching strategies, and also the role that the technology may have played in the instruction.” (Simonson, Smaldino, Albright, & Zvacek, 2012, p. 165)
Main categories and subcategories of information that need to be considered are:
• Main decisions:
o Motivation for course conversion
o Modification of course content
o Form of content presentation
o Technology used for course development
o Technology used for course delivery
o Additions/modifications to pedagogical strategies
• Influencing factors:
o Institutional factors
o Players and roles
o Technology factors
o Other factors (Kampov-Polevio, 2010)
“Online learning is focused not only on the online contexts, but also includes a full range of computer-based learning platforms and delivery methods, genres, formats and media such as multimedia, educational programming, simulations, games and the use of new media on fixed and mobile platforms across all discipline areas.” (Keengwe & Kidd, 2010)
What aspects of his original training program could be enhanced in the distance learning format?
In redesigning this course, the trainer need not dispose of his current training material. The current course material can continue to be used with enhancements. The trainer needs to ensure that he adds a form of interactivity for the learner. “Content is organized and sequenced with an orientation toward prescribed outcomes.” (Simonson, Smaldino, Albright, & Zvacek, 2012, p. 198) In fact, if the trainer follows Sorensen and Baylen’s instructional practice guidelines the learner will become more involved and gain a more enhance and fulfilling learning experience.
How will his role, as trainer, change in a distance learning environment?
Online courses change the role of the trainers. It will demand a more interactive role on the part of the trainer in relation to his students. Because online learners require a more interactive environment, the trainer will need to change how he addresses these needs.
“Online education demands that student become engaged in the learning process.” (Simonson, Smaldino, Albright, & Zvacek, 2012, p. 195) Students need to feel as though they are in control of their learning. The learning needs to “transform” from teacher centered to student focused. To do this the following needs to consideration need to be adjusted in the teaching strategy:
• From lecturing to coaching
• From taking attendance to log on
• From distribution of requirements to connected learning
• From credit hours to performance standards
• From competing to collaborating
• From library collections to network connections
• From passive to active learning
• Form textbooks to customized materials. (Simonson, Smaldino, Albright, & Zvacek, 2012, p. 196)
What steps should the trainer take to encourage the trainees to communicate online?
To encourage communication the trainer will need to provide opportunities for discussions and exchange of ideas. “Online teaching and learning environments are unbound and dynamic. Online learning environments include diverse range of pedagogical practices and are often characterized by active learning student-centered pedagogical techniques.” (Keengwe & Kidd, 2010) He will need to give ‘students opportunities to think about a topic and respond to actual hands-on manipulations of learning objects.” (Simonson, Smaldino, Albright, & Zvacek, 2012, p. 201) These opportunities can include small group discussion, case studies, debates or virtual trips. “The key to active learning is to keep the learners involved in their own learning, not just keeping them busy.” (Simonson, Smaldino, Albright, & Zvacek, 2012)
My Generic Study Guide Outline:
Blended Learning
• Introduction
o Introduce yourself
o Have the class introduce themselves
Separate the large group into smaller groups and exchange
• Name
• Where they come from/live
• Why they took the class
• If they have any experience in the class topic
• Learning Objectives
o Discuss how the class will be broken down
Syllabus
Lesson structure
• Face to face
• Online learning
o Expectations:
What they can expect from the class
What is expected from them
How they can participate to add to their class experience
o Collaboration
Discuss how this will take place
• Online
o Possible webinars for a collaborative and synchronous exchange of information and ideas.
• During class time
o As a group or in sub groups
• Discussion boards
o Exchange and share research on assignments
o Discuss findings and ask questions of your peers that will challenge and extend your understanding of the discussion
• E-mails
o Assignments
Review main topic
Discuss what the assignments are going to be
Discuss due date
Review if there will be group projects
• Breakdown
• Requirements
• structure
Review the process for submitting the assignments
• blackboard
Discuss requirements for the assignments
• Online project
• essay
• presentation
• any possible use of media for the assignments
o Grading
Review how the grading is going to be structured
Review what each assignment is worth
Review deadlines and restrictions on late material
o Class Material, including assignments and handouts
Posted online
All material will be available for everyone at anytime
Since I was struggling a little with this assignment, I did some online research. I found a study guide online that I think would be very helpful once you know what your topic of instruction is going to be. I have attached the study guide template to my outline with some of my own modifications. I chose to use the topic for the online learning course from my course project “Project Management”, so that it would help me better prepare the study guide for this assignment. I did make some slight modifications to the project since this study guide is for a blended learning format.
The study guide is important to the educator because:“First, the use of handouts improves student note taking and makes it more efficient. Second, the ISG is a management tool that directs course activities before, during and after instruction. Finally, the ISG handout can be used in any classroom, including all categories of distance education systems.” (Simonson, Smaldino, Michael, & Susan, 2012)
References
Foote, K. E., & Sharron, L. C. (2009). Project Planning and Life Cycle. Retrieved from The Geographers Craft: http://www.colorado.edu/geography/gcraft/notes/lifecycle/lifecycl_f.html
Haughey, D. (2000-2012). Project planning a step by step guide. Retrieved from Project Smart: http://www.projectsmart.co.uk/project-planning-step-by-step.html
Kampov-Polevio, J. (2010). Considerations for supporting faculty in transitioning a course to online format. Online Journal of Distance Learning Admiistration, XIII(II). Retrieved 10 13, 2012, from http://www.westga.edu/~distance/ojdla/summer132/kampov_polevoi132.html
Keengwe, J., & Kidd, T. T. (2010, June). Towards best practices in online learning and teaching higher education. Journal of Online Learning and Teaching, 6(2). Retrieved 10 13, 2012, from http://jolt.merlot.org/vol6no2/keengwe_0610.htm
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and Learning at a Distance Foundations of Distance Education (Vol. 5th Edition). Boston, MA: Pearson.
Simonson, M., Smaldino, S., Michael, A., & Susan, Z. (2012). Teaching and learning at a distance foundation of distance education (Vol. 5). Boston, MA: Pearson. Retrieved 09 11, 2012
Study Guide for
(Assignment 7-Project Management)
www.adams.edu/extended_studies/img/general_instructions.pdf
(Project Management)
Review Page
On this page are listed the key points in short, easy to read statements. These key points can be concepts, facts, theories, etc.
1. Introduction to Project Management
• definition
• importance of project management
• project life cycle
2. Project Planning
• Project evaluation
• Estimation (cost, scheduling)
3. Project Management
• Demands on projects
• Selecting the right team
• Risk and quality Management
4. Project Leadership
• Developing your teams
• Management styles
Example:
1. There are four steps to Project Management Planning: http://www.projectsmart.co.uk/project-planning-step-by-step.html
• Project Goals
• Project Deliverables
• Project Schedule
• Supporting plans (Haughey, 2000-2012)
2. Project Planning: Life Cycle (Foote & Sharron, 2009)
(Liz McCrodden) Bio
School: NYIT
Background: BFA in Interior Design, MS in Instructional Design, I managed many small and large projects for a number of mill working firms. I have experience in both commercial and residential design. I have also worked in education for the last 5 years. I have worked in both the elementary industry and now the higher education online industry.
Content
(I really do not have a course developed so I kept the original integrity of the document in place. I felt it provides a good starting point for the beginning template of a study guide.)
Depending on how long this study guide is, the content can be structured in one of two ways.
1. If the study guide is relatively short, use this page to simply state what will be found in this study guide.
Examples:
• Background Information
• Practical Concepts
• Formulas
2. If the study guide is relatively long, use this page to create a full “Table of Contents.”
Examples:
Background Information Page 1
Roots in India Page 2
Uses in the 1800’s Page 3
Practical Concepts Page 4
Terminology Page 5
Formulas Page 6
Introduction
On this page, welcome the student to the course. Use this page to help the student understand what this material will help them learn, why they should know it, and how it is going to help them in the future.
Welcome to the Project Management Certification course. This course will be blended learning course in which you will learn at your own pace and together with the class. You interaction with your fellow classmates will be conducted via chartroom, discussion or the use of wiki or blogs. You are welcome to use twitter as another source for exchanging and sharing ideas throughout this course with your fellow classmates. This course will help better prepare you to manage not only the needs of your projects but also the needs of your teams.
The Project Management Certification course will introduce you to the steps and tools needed when dealing with the management of projects within your organization. You will learn how to facilitate your projects by learning how to manage timelines, budgets, team building, team management, and risks management.
(For this section I went back to my course project and pulled the information from there)
Learning Objectives
Add the learning objectives from the course on this page.
After completing this course, you will be prepared to take the PMI Certification exam and you will have the skills and training for better managing your projects.
Example:
Study of this material should provide a better understanding of these concepts and their application:
1. The importance of setting goals
2. The complexity of project management
3. The stages of project scheduling and deliverables
4. The necessity for risk management and quality assurance
5. The complexity of managing teams
Taking this Course
Use this page to give students a step-by-step instructions on the process of this course. For some courses, this will be longer than others.
Examples:
1. Read the following study material
2. Review the PowerPoint presentation online
3. Take the practice test
4. Review material
5. Take the exam
Set aside information that is particularly important by using a box or eye-catching images.
Examples:
How to Prepare for This Exam
Use this page to explain what study materials will be needed in order to prepare for the exam. Use a bulleted list to show any supplemental materials, software, or other exam preparation materials needed.
Examples:
• This study guide will provide you with the in-depth knowledge you will need in order to complete the exam.
• A PowerPoint presentation has been included in this study material and you will need the Microsoft PowerPoint software in order to view this material.
• The supplemental CD will expand your knowledge concerning this field.
• The sample questions and practice test at the end of this study guide will help you asses your knowledge before you take the examination.
• The book “________________” is not required to pass the exam; however, it will provide excellent additional information concerning this field if you choose to read it.
About this Study Guide
On this page let students know what is included in the study guide.
Examples:
• Terminology – A list of all the definitions and jargon that you will come across while studying this material.
• Study Material Information – The actual text/charts/graphs covering all the fields, topics, and information.
• Important Points – This bulleted list will give you a summarized version of all of the major topics covered in the section.
• Preparation Questions – At the end of each section there will be a list of walkthrough questions pertaining to the information you just covered, answers to these questions will follow immediately after.
• Citation – Name your sources
Prerequisites
Use this page to write out any prerequisites somebody should have, or needs to have, before sitting for the examination.
Examples:
• All applicants must have a current Certified Public Accountant license before qualifying to take this examination.
• Applicants should have a basic knowledge of all mathematical functions before sitting for this examination for they will not be taught in this study guide.
Section 1
(Insert title of section here)
Terms:
Place a bulleted list of the terms that students will need to know for this section. They do not have to be defined here; there will be a glossary at the end of the study guide for that.
Objectives:
Here list the different skills/techniques/knowledge that a student should know by the time they finish reading this particular section.
Body of Section
Now it is time to start filling in your study guide:
• Use clearly marked headings with a larger font or bold text
• Use bulleted list for easy to read, quick-fire learning and list
• Use charts, graphs, figures, illustrations, and screen shots to demonstrate meaning
• Give examples
• Don’t forget to use:
And
End of Section
Preparation Questions
At the end of each section have sample questions covering the objectives that were suppose to be learned in the section. These questions should be different then the questions that appear on the actual exam, but should still cover the same material.
After each question the answer should immediately follow along with an explanation on why that answer is the correct answer.
Example:
1) If a term is defined within the text of a section it does not need to appear in the glossary.
True
False
Correct Answer: False. A term needs to be in the glossary even if it has already been defined in order to provide the reader with a quick reference.
Citation
Cite all sources used for this section on this page. Proveide a list of sources to the reader should they wish to seek out extra information concerning a specific topic.
Stating at this point follow the template set up on pages 1-4 until you have completed all the sections you wish to include.
Glossary
In this section list (in alphabetical order), all the definitions to all terms, lingo, jargon, unusual wording and expressions found within the text.
Index
In this section list (in alphabetical order), important terms, names, places, events, and topics along with the page numbers where they are mentioned.
Examples:
Author, i, iii
course, v, vii
exam, vii, viii, 3
information, iii, vii, viii, ix, 4
Objectives, 1
PowerPoint, vii, viii
section, ix, 1, 3, 4, 6, 7
sections, 5
study guide, iv, viii, ix, x, 1, 2
Study Guide, i, ix
Title, i
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