The following is a draft design of a digital learning resource (DLR) to address procrastination within the academic environment. The outline is abbreviated and is intended to reflect my own personal views on this DLR.
My proposed digital learning resource, entitled The Procrastinator’s Companion, is intended to help educate individuals to understand procrastination. The secondary purpose of The Procrastinator’s Companion is to provide exercises that will enable the learner to address their level of productivity within the IMM program.
The learning goals of this DLR also offers a guideline to the modules of The Procrastinator’s Companion. Upon completion of this DLR the learner shall:
1) be able to reflect upon one’s own intrinsic and extrinsic motivational factors when attempting to complete a task;
2) understand the anthropological and psychological origins of procrastination;
3) have completed tasks directly related to managing procrastination;
4) have shared ideas within a group-based online digital forum;
5) create a practical plan to help guide the learner to become better productive.
Procrastination is a broad subject that applies to multiple disciplines, backgrounds, and educational environments. The primary target audience is the students enrolled in the laptop-based Interactive Media Management post-graduate studies program at Algonquin College. A Secondary target audience shall include anyone who has an interest in better understanding and addressing issues that surround procrastination.
Procrastination is traditionally seen as a negative coping system, and from my experience when the topic of procrastination is avoided, more students procrastinate. At the start of the academic year, and when the subject of procrastination is discussed within the classroom environment, many myths and ideas are brought to light that gives the learner a revised approach towards completing assignments. This method of discussion, involvement and interaction will be emulated within this DLR and should allow the learner to see procrastination in a more positive light.
The purpose of this DLR is to give the learner the ability to move at their own speed and save their progress The Procrastinator’s Companion. To start, Premiere Pro will be used to create an introductory video to welcome the learner to the DLR. The video may be embedded within the PDF, or link to a YouTube channel. The DLR is this to be self-contained within an Acrobat PDF environment. Adobe InDesign will be used to create the interactive layout, navigation system, and individual modules. Acrobat Professional DC Will be used to enhance the interactive PDF with forms and other media, such as audio and video. Certain modules require external resources to be used to further enhance this DLR. It is proposed that the online apps, Flipgrid and Padlet Will may be used to create an external community to discuss issues with procrastination.
The purpose of The Procrastinator’s Companion is to help better prepare the learner to become more productive and manage the workload in the interactive media management program. This digital learning resource is not directly related to the program curriculum. The assessment of this DLR will not be based upon a final grade. However, each learner will be assessed on the quality of the following.
1) self-assessment of intrinsic and extrinsic motivational factors;
2) participation within an online digital forum;
3) interim report email to the instructor;
4) practical plan to move forward in productivity.
Learning Theories & Instructional Design Principles Used:
I have aligned the majority of the learning activities, within The Procrastinator’s Companion DLR, with behaviourism, cognitivism, constructivism and Kolb’s Experiential Learning Cycle. Through behaviourism, the learner will respond to external sources and input from others (Thomas, 201), which will become a precursor to each stage within the DLR. In order to address cognitivism, the DLR will be designed to help the learner organize the subject material in an optimal and meaningful format (Ertmer and Newby, 2013). Constructivism will help the learner’s knowledge will be formed “upon individual and collective understandings, backgrounds, and proclivities” (Anderson, 2010, p. 38) in comparison to the information obtained.
I chose Kolb’s Experiential Learning Cycle as each stage in this theory reflects each module in The Procrastinator’s Companion DLR. McLeod (2017) outlines the four stages as concrete experience, reflective observation, abstract conceptualization, and active experimentation.
Instructions for Use:
The Procrastinator’s Companion DLR is broken down into 5 individual daily modules. Within each module are sections that provide clear instructions in a step-by-step format. Each module is also broken down into sections which will provide greater ease of use of this DLR. Below is a sample of one section of one module.
*****Instruction Sample Start*****
Day One : Self-Reflection
Time allocation: 45 Minutes
Tools required: piece of paper, pen
1) Locate your self to another environment with minimal distractions.
Hint: Sometimes it is best to go for walk.
2) Only bring the paper and pen with you. Leave all digital distractions behind.
3) Give yourself exactly 20 minutes to complete this exercise. Use the entire 20 minutes, then stop.
4) Within this new environment you are to think about different situations in which you may have relied upon procrastination as a coping behavior.
5) Now think of as many possible internal and external influences behind the reason for using procrastination as a coping behavior.
6) Write these influences down on paper.
7) Return to The Procrastination Companion and proceed to the next page.
*****Instruction Sample End*****
Plan for Use:
At present, I have not made any plans for how this digital learning resource will be used. I do believe at this time I will not be offering this DLR as an open educational resource. I plan to test out this DLR during the upcoming academic year at the college.
Anderson, T. (2016). Theories for Learning with Emerging Technologies. In Emergence and innovation in digital learning: Foundations and applications (pp. 35–50). https://doi.org/10.15215/aupress/9781771991490.01
Ertmer, P. A. and Newby, T. J. (2013) ‘Behaviorism, Cognitivism, Constructivism: Comparing Critical Features From an Instructional Design Perspective’, Performance Improvement Quarterly. John Wiley & Sons, Inc., 26(2), pp. 43–71. doi: 10.1002/piq.21143.
McLeod, S. (2017). Kolb’s Learning Styles and Experiential Learning Cycle | Simply Psychology. Retrieved July 21, 2018, from https://www.simplypsychology.org/learning-kolb.html
Thomas, P. (2010). CHAPTER 3 Learning and Instructional Systems Design. In Towards developing a web-based blended learning environment at the University of Botswana. Retrieved from http://uir.unisa.ac.za/bitstream/handle/10500/4245/04Chap 3_Learning and instructional systems design.pdf