Postsecondary Lesson Plan: MSOffice Tutorial
The postsecondary lesson plan selection is directly from the University of Phoenix’s resources, located in the Center for Writing Excellence, Tutorials, and Guides. This lesson plan is designed to reach a diverse group of university students who may need additional assistance learning the MSOffice programs required for the completion of course assignments. The design of the program is individual in nature, but a tutor or classroom instructor would be able to teach this course while a student worked through the program. This course was selected due to confusion over copyright and confidentiality rules of other potential lesson plans and courses.
Differentiation of the content is not as applicable to this particular tutorial because the primary objective is to provide a student with an overall view of the programming. However, in a classroom atmosphere it would be more useful to allow students to work with materials they themselves invented, and using these tools, create a product for their class. In some courses, these types of tutorials could be made available to engage students in secondary learning goals that will help students achieve their lifelong learning goals. Content differentiation would be most advantageous to students where the content met their specific interests and goals, making this learning experience fun and educational. No recommendations for changes are needed in differentiation of content.
Instructional strategies variances can occur in a number of ways, including from students following along during lecture-like instruction, creating teams to utilize different sections of the lessons to create a product, or reading allowed the sections as each student works through them. However, in order to best determine instructional strategy variances, it will be essential to assess who, why, when, where, and what for each student must master these materials (Vella, 2002). Specifically, because a course teaching the use of MSOffice software is not exclusive to training to accomplish schoolwork, but also essential for teaching students how to work in an office. Additionally, levels of prior knowledge will determine the amount of time and complexity of each lesson designed. Recommendations for changes include providing educators with examples of how to involve learner needs in information consumption.
Varying the end product is used to demonstrate mastery of the required content; however, variation can come in a number of forms. Not all mastery is demonstrated by students passing tests or submitting accurate assignments, but rather some types of mastery can be demonstrated by use of the new knowledge in real-life experiences, such as in a course, an office, or by creating team projects, that meets the needs of a specific goal. In some courses, students design their final projects around important items that will be a contribution to their community, assistance to a green project, or even a benefit to a known social issue. Student demonstration of mastery must be relevant to the course, in this particular course; the mastery is demonstrated by the student’s success in their courses following this tutorial. Recommendation is to invite the students to submit a final project demonstrating mastery, which is currently not part of this tutorial, but could easily provide students with additional assistance in minor errors or in communicating their essential needs in the training program.
Most of the recommendations for this tutorial include altering the environment to accommodate varied learning styles. Specifically, this tutorial meets many requirements for information, is designed to be as slow or fast paced as a student needs, can easily be transformed into a classroom course, but it lacks an essential element – sound. Throughout the world of adult training sound has been used, even as background noise, to meet the varied learner needs recognized as one of the most recognized, and most supported of the learning styles. VAK, visual, auditory, and kinesthetic learning styles are valued as most likely to accommodate the majority of students at any level of learning (McDaniels & Lansink, 2001). This is believed to apply for any content and regardless of other learning style inventories (Lang & Evans, 2006). This is because it is believed that all people possess skills, from our environment, to learn from these specific sets.
In order to successful, accommodate VAK learning objectives, curriculums must include visual, auditory, and hands-on environments or potential for these environments. The University of Phoenix MSOffice tutorial fails to meet the essential auditory needs of students whose primary learning functions come from sound. In addition, while the tutorial provides for a student to work along with the lesson, the student must leave the lesson to duplicate the learning. A number of training programs over the years have created solutions to these problems, recognizing that practiced materials must be hands-on during the lesson, practiced after the lesson, and tested on to ensure that trainees were able to duplicate the actions in their work after the training course. These same principles can be applied to this tutorial, because it holds the same essential relevance to the student’s success – this is a tool designed to help the student complete their work effectively, efficiently, and accurately; therefore, this tool must provide instant learning knowledge that can be accurately, efficiently, and effectively duplicated at a later time.
The course recommendations are that rather than the use of the Adobe Captivate, the school seek out the programs that allow the student to hands-on interact with the lesson plan by clicking on selections with the tutorial instructions, and then remembering how through a test that allows the student to click on the correct responses. In addition, the lessons should be accompanied by a voice over that verbally tells the student what the lesson says, in order to provide for the auditory aspect, which can be turned down or off if the student does not want this method of learning. Finally, the course would be more successful if the course included general options on how to practice the materials learned, methods for submitting “test” materials for review, and items that can be useful for one student to assist another student in learning the same materials.
Students without prior knowledge of MSOffice products may struggle in school or even at work, to learn how to use the programs effectively, quickly. The tutorial is successful in providing a good deal of information to help a student learn the software; however, it fails to meet the most important part of a successful training material – the ability to keep the attention of, and provide learning, to all diverse students needing to learn the materials. In order for the tutorial to be more successful, the school should look into meeting the needs of these students through sound and interactive content. These changes will benefit more learners, provide support to dependent learners, and increase the options for teachers in classrooms to use the materials effectively.
2007, Software Tutorials and Guides. (2008). Apollo Group, Inc. Retrieved from https://ecampus.phoenix.edu/
Lang, H., & Evans, D. (2006). Models, Strategies, and Methods for Effective Teaching, 1e. Allyn & Bacon, Inc. A Pearson Education Company.
McDaniel, D., & Lansink, J. (September 2001). Engage auditory, kinesthetic, and visual learners for effective investigator meetings. Applied Clinical Trials, 10(9), 54. Retrieved from Gale: Academic OneFile (PowerSearch) database.
Vella, J. (2002). Learning to Listen, Learning to Teach: The Power of Dialogue in Educating Adults, 1e Revised. John Wiley & Sons, Inc.