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School
Arizona State University *
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Course
515
Subject
Industrial Engineering
Date
Dec 6, 2023
Type
Pages
3
Uploaded by HighnessCamel3807
The basic reporting features of the SurveyGizmo system report log data in the form of modules
completed with 0% as not completed and 100% as completed. If the modules are marked as
100% completed, the student did interact with each piece of content within the module,
however, it is difficult to understand how meaningful their interaction was with the content with
the current back-end reporting tool. Also, students were allowed to repeat modules and review
content but the system reporting tools do not currently capture if students chose to return and
review certain segments of content. Since the basic reporting features included in SurveyGizmo
were designed to provide survey results data the quantitative data provided by the system is not
useful in understanding work effort, learning engagement or self-regulated learning skills
mastery in a meaningful way. The reporting tool did allow us to determine that 18 of the 19
modules were completed. There is one module that is not showing completion data which could
be due to students selecting to skip that module or a reporting error within the system. This
completion measure is comparable to the work effort completed within the ALEKS intelligent
tutoring system. Student comments were captured and can be
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exported, however, a reporting tool to provide summary data related to student comments and a
qualitative coding system to analyze these comments is planned for the next iteration of the
system. In this present version of the e-learning modules the content was leveraged more like a
web-based, interactive textbook that currently lacks the ability to measure mastery learning. The
purpose of this initial set of e-learning modules was to determine if self-regulated learning
instruction and practice provide enough impact on self-regulated learning skills, motivation and
achievement to warrant further investment into enhancing the system’s feature set and
functionality.
Specific SRL-related topics such as goal setting, persistence, time management, test-taking
skills, listening, and note-taking skills were included. Also, reading and practice techniques for
taking control and learning math using an intelligent tutor were integrated into the web-based,
instructional modules. Table 8 below details the instructional design process used to
instructionally design the web-based, self-regulated learning modules for the SRL Tutorial +
intelligent tutoring course design and the screen shots show how the student experienced an
SRL module.
SRL E-Learning Modules Instructional Design Overview
Design Summary
•
•
19, mini-modules that can be completed in approximately twenty minutes each.
•
•
Each mini-modules is broken up into three learning experiences including:
1.
Learn About It
2.
Talk About It
3.
Share About It
•
•
Attitude survey (Pre/Post)
•
•
LCI Learning Pattern Assessment (Pre Only; Johnston, 2010)
•
•
ARCS Instructional Materials Motivation Survey (Post Only, Keller, 2010)
Module Objectives
1. Complete your learning profile.
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2.
Identify your learning patterns.
3.
Associate your thoughts, attitudes and behaviors about math with your learning
patterns.
4.
Consider your help-seeking strategies.
5.
Recognize your math learning strengths by leveraging your learning patterns.
6.
Analyze your current in-class tutor-based practice and homework methods.
7.
Prepare an effective study and practice plan for in-class and homework assignments.
8.
Create tutor-based practice goals related to time management, feature help-seeking and
self-monitoring.
9.
Apply your learning patterns to improve your test-taking skills.
10.
Evaluate and reward your willingness and ability to persist using your learning patterns.
11.
Visualize your goals
12.
Redefine how you view failure as it relates to your learning pattern and process.
Module Design Process (Gagne, ADDIE and ARCS)
(
Analysis
•
•
Evaluate AIMS, GPA and other Mesa High school trend data for high school Algebra
students who have failed to determine curriculum and SRL practice alignment.
•
•
Interview Mesa High School math department chair to understand 3-5 potential
student personas.
•
•
Define instructional goals and strategies. Design
•
•
Refine course objectives and module topics based on audience analysis results.
•
•
Include attention activities at the beginning of each class period and again at the
beginning of each module to focus learners and reinforce SRL principles and
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