Running head: WEB-BASED TUTORIAL SUMMARY
Web-Based Tutorial Summary
Terrence Scarborough
AET/545
February 10, 2014
Christine Nortz
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WEB-BASED TUTORIAL SUMMARY
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Web-based tutorials play a significant role in 21st century learning environments. Both
online facilitators and face-to-face educators are intrigued by such a resource that provides
traditional classroom students and online learners a new profound method of mitigating learner
frustration and boredom. This would not be possible if it was not for the multimedia platform
that enables the web-based tutorial resources to be readily available in asynchronous and
synchronous learning environments. The elements of multimedia (audio, video, images,
interactivity and animation) help to improve proficiency, facility, or dexterity of a learner’s skill
set. “Your skills will be most valuable if you develop a broad foundation of knowledge”
(Vaughan, 2007). The ability to correlate to diverse learners speaks volumes in terms of meeting
their visual, auditory, and kinesthetic needs. Drawing parallel to the cognitive process dimension
a well designed and thought out web-based tutorial will enhance knowledge, comprehension,
application, analysis, synthesis and evaluation all at the learner’s level. Mayer's (2002) belief is
that "students are more likely to be engaged in cognitive processing when corresponding words
and pictures are presented at the same time" (p. 64). Web-based tutorials are more beneficial
than ever before because of up and coming adult educators such as myself have taken a liken to
this modality as it affects social isolation, storyboarding, performance-based objectives (PBOs),
e-learning standards, e-learner preparedness, and self-directed learning which we collaborated on
throughout the E-Learning Research and Evaluation curriculum.
Over the past six weeks, I was fortunate enough to develop, design, and implement
merely all of the aforementioned elements in support of creating my first ever web-based
tutorial. After collecting needs analysis data and creating a storyboard along with a few other
significant assignments, I was able to generate and publish the I.Am.Strong web-based tutorial in
less than 72 hours which can be found at the following link http://tscar-aet-folio.weebly.com/.
WEB-BASED TUTORIAL SUMMARY
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The basis of my web-based tutorial was to promote and reinforce the Sexual Harassment/Assault
Response and Prevention (SHARP) Program in accordance with the Army Regulation 600-20,
which impact soldiers and civilians. I utilized smart art with hyperlinks in order to allow the user
to navigate through the tutorial with ease. Each navigation button covered pertinent content
such as PBOs, instructional goal, videos, concrete experience, and vital information via the
worldwide web, scenarios, summative assessment and available resources for learner edification.
During the web-based tutorial there is also audio to help guide the user towards meeting the
objectives. In addition, learning activities were embedded in the tutorial help to link the use with
the PBOs that were developed using the ABCD approach. More importantly, the instructional
content becomes increasingly suitable being that I considered a fundamental design process
currently known as analysis, design, development, implementation, and evaluation (ADDIE)
process. By doing so, this allowed meticulously orchestrate web-based tutorial that captures the
interest of the learner and take him or her on a journey of 21st century technology that mentor
and coach multiple aspects that enhances their ability to intervene, act, and motivate sexually
harassed or sexually assaulted victims to report without ramifications. Military dependents may
also take the necessary action without reprisal.
In conclusion, the web-based tutorial encourages service members and civilians to
become knowledgeable on SHARP and the plethora of resources available at their disposal in
terms of mitigating or being proactive in prevent unwanted actions of that nature. Simply
offering an online learning environment lay out best practices and strategies to address key
concerns that were identified by our nation’s senior leaders. More so, learners can take this and
apply it to real-life whether on or off duty to include were no standards, policies or regulations
exist or perhaps not being enforced and become active members by combating SHARP.
WEB-BASED TUTORIAL SUMMARY
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Reference
Mayer, R. E. (2001).Multimedia learning. Santa Barbara: Cambridge University Press.
Vaughan, T. (2007). Multimedia: Making it work. Princeton, NJ: Recording for Blind &
Dyslexic.