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Rating for Final Digital Prototype: Papia Bawa Type of Instruction: Instructor led, online delivered, Document Design

Strategies for Professional Writing Note: Based on all the evaluations ( self, peer, participants for the formative evaluations, professor) no major changes were required in revising the paper prototype and initial digital prototype, Therefore, I have made only some minor modifications to the previous completed rating chart. The modifications are shown in italics.

Stage PROBLEM

Criteria

Explanation The Starting Point page gives learners a summary of what they will do in the course.

Does the courseware show learners the task they will be Is the courseware presented in able to do or the problem they the context of real world will be able to solve as a problems? result of completing a module or course? YES YES

Then, each Module describes the learning objectives in the Module Overview area. These objectives clearly Are students engaged at the problem or task level not just define and explain what tasks the operation or action levels? learners will do and skills

Stage YES

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

Explanation they will display after completing the module. Students will be engaged both at problem or task level AND the action level when they design the two major project artifacts. The Marketing Collateral project requires students to deal with real clients and create materials that the clients can actually use. Clients will also provide feedback to the students. The projects are developed in multiple stages. This way the students have several opportunities of problem solving activities, leading to a final, consolidated solution. They also have several opportunities to receive peer, instructor and client feedback opportunities inserted in the schedule. Even the weekly discussions etc. have been designed to expose students to different problem-solution activities.

RATING FOR PROBLEM STAGE: 5 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 several assessments in which learners are specifically required to draw upon their preexisting skills. This is mentioned within the respective assignment descriptions.

Stage YES

Criteria 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.

Explanation The course is designed to help learners build upon the knowledge they acquired in English 211 or equivalent Business/ Technical writing courses. Assessments like the Audience Analysis Guide, Instructional Manual and Marketing Collateral projects allow students to use their knowledge of business and technical documents/documentation genres and build upon it by applying the new knowledge this course teaches them about effective, document design.

YES

RATING FOR ACTIVATION STAGE: 5 DEMONSTRATION Are the demonstrations (examples) consistent with the content being taught? Are the demonstrations (examples) consistent with the content being taught? Examples and nonexamples for concepts? Demonstrations for procedures? Visualizations for processes? Modeling for behavior? The course uses multiple media contents to give information and examples of the usage and applications of the subject. Also, short examples are embedded in the assessment descriptions where required. For starters, learners are given specific navigation guidance and brief introduction to content via the Read This First document in

Stage YES

Criteria 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?

Explanation the Starting Point area. Thereafter, learners are directed to relevant information using assigned readings and associates assessments. They also have the opportunity to learn through self-graded, completion base graded and ipsative activities. This facilitates nudging them in the direction of important materials. For example, to make sure that students read important documents like the syllabus, Marketing Collateral project and Instructional manual instructions, I have designed short Introduction to. quizzes. The topic for the course is: document design strategies for professional writing. Effective document design cannot happen without the use of media. Throughout the course students will use Web 2.0 tools and professional designing media. The artifacts they will create for the major projects and some of the weekly discussions will involve media.

YES

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

RATING FOR DEMONSTRATION STAGE: 5

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

Criteria 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.

Explanation This has already been answered in details in the response to the previous sections. Here is a short recap of the information: Students will use their prior knowledge/skills They will build upon those and add new, relevant skills Students will describe items, identify/create their own examples, participate in procedure and process They will get feedback throughout the progress of the major assignments from peers, instructor and live clients. Students are given several additional resources, besides the instructional materials. If that is not enough the instructor will provide support via synchronous and asynchronous communications. Students will also rely on peers and clients for support

YES

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?

Stage YES

Criteria 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?

Explanation

RATING FOR APPLICATION STAGE: 5 INTEGRATION Does the courseware provide techniques that encourage learners to integrate (transfer) the new knowledge or skill into their everyday life? YES Does the courseware provide an opportunity for learners to publicly demonstrate their new knowledge or skill? Yes, they will be displaying their final artifacts to their clients, as well as to different audiences who comprise the panel of contest judges. Students are also given the option to display their work online.

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

YES

Yes, there are reflection activities inserted throughout the course. The final reflection discussion requires Does the courseware provide students to create a collage in an opportunity for learners to which they discuss their new create, invent, or explore new skills and provide and personal ways to use their explanations of why and how. new knowledge or skill? Students will be using their new skills when they participate in the course projects. They will create new items and artifacts that can be used in real life. It will almost be like they are on the job as design consultants, when they work for their client.

Stage

Criteria

Explanation

RATING FOR INTEGRATION STAGE:5