University of Kentucky / NetLearning CBL All materials on this template are Copyright © 2004...

University of Kentucky / NetLearning CBL

All materials on this template are Copyright © 2004 University of Kentucky Chandler Medical Center Learning Center unless otherwise noted. All rights reserved. Certain graphic images, text elements and logos are derived from The University of Kentucky and NetLearning and are used by permission.

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Title

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University of Kentucky / NetLearning CBL 2 of 28

Click the links below to jump to selected “chapters” in the course. Add/edit links as needed.

Hyperlink (Insert Hyperlink) each link to the first page of the appropriate chapter before proofing the course.

Include other navigational tips or suggestions on this page.

Go to the master slide and change the course title at the bottom of the screen.

Introduction

Readability

Illustrations

Releasing Courses

Summary

References

Menu


Introduction

Course Development

This template is designed to help organize course content based on

• topics (chapter heading and sub-topics with chapters).

• interactive needs (for example, review questions).

A course should also be designed for its audience.

Appropriate use of multi-media elements enhance the message.

Click hotwords to view definitions.


Introduction

Content Development

Click hotwords to view definitions.

Several reference materials help make course content more interesting, concise, and active.

• Write to grade-level and consider non-readers by using visual cues (for example, the hotwords).

• Use hotwords accommodate a broader range of ability.

• Group text so it is easy to read and comprehend.


Introduction

Heading and Subheadings Include a heading ( “chapter” name) on each slide.

Hyperlink the first page of each chapter to the menu options on slide 2.

Use subheadings to further define course content; for example, the chapter heading may be Personal Protective Equipment. Subheadings may be gloves, gowns, or masks.

heading

sub-heading


Introduction

Additional Information


Readability

Readable text is easy to read and understand.

Complementary clipart or pictures enhance learning.

Introduction


Readability

Use active voice rather than passive voice.

Do this --

Use aseptic technique when starting an IV.

Don’t do this --

You should always try to use aseptic techniques when starting an IV.

Active Voice


Readability

Measure Your Words

Do not use big words when short words will do.

Do this --

do

try

use

lack

end

Don’t do this --

accomplish

attempt

utilize

deficiency

terminate


Readability

Measure Your Words

Do not use words with extra syllables.

Do this --

regardless

preventive

Don’t do this --

irregardless

preventative


Readability

Measure Your Words

Use compact substitutes for wordy phrases.

Do this --

since

encourage

adjust

has

most

many

Don’t do this --

in view of the fact that

give encouragement to

make an adjustment in

is equipped with

a majority of

large number of


Readability

Measure Your Words

Do not use words that duplicate the meaning of a word or words already used.

Do this --

principles

opinion

equal

ask

Don’t do this --

basic principles

personal opinion

exactly equal

ask the question


Readability



Readability

Review QuestionInclude at least one review question at the end of each chapter; for example,

When you develop course content, it should be interesting, concise, and active.

True

False

Place the pointer over the desired answer and click the left mouse button.


• Graphics enhance performance for novice-users and non-readers by simplifying complex information. They should always reinforce the text. If an art element takes away from the message, do not use it!

• Use illustrations to present concrete objects such as step-by-step instructions or for identification.

• Be creative, but remember the goal is increased learning.

Illustrations

Make Your Point


Illustrations should draw the eye into the center of the screen.

They should complement rather than overwhelm the text.

Illustrations

Don’t do this!


Use tables and graphs to show relationships.

Import pictures and graphs or make charts in PowerPoint.

Illustrations

Tables and Graphs


Double-click the picture on this page to insert Clip Art.

Illustrations

Clipart


Choose Picture.

When the Insert Picture box opens, make the appropriate selection.

Use multiple text boxes to “wrap” words around a picture.

Illustrations

To insert a Picture on any screen, click the Insert menu option.

Picture Files


Illustrations



Illustrations

Review Question

Pictures should draw attention away from the text.

True

False


Releasing a Course

Guidelines

Before sending the course to the NetLearning Administrator, have more than one person proof the course.

• Check for spelling errors.• Click all menu and hotword links.• Save the course as html.


Releasing a Course

Guidelines

• Send a paper copy and an electronic copy of the CBL to the NetLearning Administrator.

• Send a paper copy and an electronic copy of your exam as a Word document to the NetLearning Administrator.

• Complete the required cover sheet and note the passing score.

• Let the NetLearning Administrator do the rest.

• A committee will review your CBL and you will be notified if changes are needed. If changes are needed, resubmit the corrected CBL or test and the original paper copies that were marked up back to the NetLearning Administrator.


Releasing a Course



Releasing a Course

Review Question

Which of the following statements is true?

When you want students to take a CBL course, you have to contact them individually and tell them which ones to take.

Once a course is properly created in the Learning Administrator, a participant may log on to the Student Interface to view his CBL “to do” list.

There is no need to carefully proof a course before assigning it to students.


• Summarize the main elements of the CBL course.

• Tell the student where to go or who to contact for more information.

Summary


• List references such as text books, papers, policies, etc.

• Give credit for narration, charts, pictures, etc.

References/Credits


We hope this Computer Based Learning course has been both informative and helpful.

Feel free to review the screens of this course until you are confident about your knowledge of the material presented.

Click the Take Test button on the left side of the screen when you are ready to complete the requirements for this course. This CBL requires a score of ____% to pass. If you do not pass, this CBL will stay on your “To Do” list until the passing score is achieved. You may repeat the CBL and test as many times as needed to pass.

Exit

Choose the My Records button to view your transcript.

Select Exit to close the Student Interface.


Hotwords

Hotwords -- Hotwords are words that may not be easily understood by the student.

Hyperlink hotwords to hotword definition slides. Include a link so the student can return to the last page viewed. When you create the hyperlink, choose the specific slide number the student should return to.

Return to Course


Multi-Media Elements

multi-media elements – Multi-media elements may include photographs, Clipart, line drawing, videos, sound, etc.

Return to Course


Suggested Reference Material

Return to Course

• The Chicago Manual of Style

• The Elements of Style

• Hodges’ Harbrace College Handbook

• Write Source 2000

• How to Communicate Technical Information.


Review Question Feedback

Return to Course

Your answer is correct! Course content should be interesting, concise, and active.



Return to Course

Your answer is incorrect! Course content should be interesting, concise, and active.



Return to Course

Your answer is correct! Pictures should complement the text and not draw attention away from it.



Return to Course

Your answer is incorrect! Pictures should complement the text and not draw attention away from it.



Return to Course

Your answer is correct! Once a course is properly created in the Learning Administrator, participants log on to the Student Interface to check their CBL “to do” list.



Return to Course

Your answer is incorrect. To assign a CBL course to participants, setup the course in the Learning Administrator. Place the course on the network in the proper location. Assign the course to appropriate people groups or curricula and enroll students in the course. The Student Interface and Learning Administrator do the rest of the work! Students simply log on to the Student Interface to check their “to do” list.



Return to Course

Your answer is incorrect! Always have more than one person carefully proof a course before assigning it to students.

University of Kentucky / NetLearning CBL All materials on this template are Copyright © 2004...

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