|
| USERS
WHO PREFER TO SELF-STUDY FACE MANY OBSTACLES |
| Users who prefer to
self-study run into many obstacles: |
| 1. they dont know
what to study |
| 2. they dont know
when to study |
| 3. they dont know
how to study |
| 4. they have
difficulties pacing themselves |
| 5. they dont know
how to design a structured study-program |
| 6. they overstudy
certain topics, understudy other topics |
|
|
| pcvoice
offers
SELF-STUDY USERS
A STRUCTURED ALTERNATIVE: |
| 1.
PcVoice offers a
structured study-program |
| 2.
PcVoice gives
self-study users more security, more confidence and more motivation |
| 3.
PcVoicek acts as
your study-coach, guiding, supporting, and organizing your work |
|
|
| pcvoice
offers users an internet-based, structured home-study program |
| 1.
PcVoice is a
time-management program, it organizes your studying, outlining all tasks
to be performed |
| 2.
PcVoice organizes your
studying
|
| 3.
PcVoice outlines all tasks
to be performed |
| 4.
PcVoice tells you which problems to
work
|
| 5.
PcVoice tells you how much time to devote to
each topic
|
| 6.
PcVoice monitors your progress
|
| 7.
PcVoice gives users a detailed program-syllabus outlining study-objectives
tasks to be performed on a time-line, with problems sequenced in
difficulty-levels. |
| 8.
PcVoice lets users prepare a weekly study-log, budgeting their study-time |
| 9.
PcVoice gives users a weekly assignment every monday, the start of the
weekly study-cycle |
| 10.
Users work on the assignment during the week using electronic whiteboard,
text-files and the PcVoice reader |
| 11.
Users turn in their PcVoice progress report every week, on sundays, at the
end of the weekly study-cycle |
| 12.
The PcVoice progress report is reviewed every week, difficulties and issues
are addressed and the next assignment is given |
|
|
| Users
first receive an pcvoice
SYSTEM-TRAINING session to:
|
|
1. introduce the program syllabus and course kit
|
|
2. explain in detail how the PcVoice is organized, the meaning of the
different color sheets, ink-color, symbols
|
|
3. assist users in time-management
|
|
4. analyze users time-availability
|
|
5. develop a weekly study-plan, time budget
|
|
6. set weekly goals, learning objectives.
|
|
|
| The
pcvoice
sessions are then delivered as weekly home-work assignments
|
| 1.
PcVoice lets users prepare a weekly study-log, budgeting their
study-time |
| 2.
PcVoice gives
users a weekly assignment every monday, the start of the weekly
study-cycle |
| 3. Users work on
the assignment during the week using electronic whiteboard, text-files and
the PcVoice reader |
| 4. Users turn in
their PcVoicek progress report every week, on sundays, at the end of the
weekly study-cycle |
| 5. The
PcVoice progress report is reviewed
every week, difficulties and issues are addressed and the next assignment is
given |
|
|
| pcvoice
is much more flexible than traditional hardcopy.
|
Users access PcVoice via internet, The files can be stored in the user's
computer.
Unlike eBooks, which are "read-only" and which cannot be
modified, our PcVoice system is an electronic whiteboard, when you open the files,
you have full access.
You get a palette of drawing, text, annotation tools. You can annotate,
make notes, erase, delete, modify, cut & paste, print out pages.
|
|
|
| |
|
COMPONENTS
OF THE PCVOICE
FORMAT
|
| |
|
| COMPONENT
1: THE ELECTRONIC WHITEBOARD |
|
|
| COMPONENT
2: TEXT FILES |
|
|
| COMPONENT
3: pcvoice READER: TEXT-TO-VOICE SOFTWARE |
|
|
| COMPONENT
4: THE STUDY LOG |
|
|
| COMPONENT
5: THE PROGRESS REPORT |
|
|
| COMPONENT
6: THE PROGRAM SYLLABUS |
|
|
| COMPONENT
7: THE SYSTEM-TRAINING SESSION |
|
1. introduce the program syllabus and course kit
|
|
2. explain in detail how the PcVoice is organized, the meaning of the
different color sheets, ink-color, symbols
|
|
3. assist users in time-management
|
|
4. analyze users time-availability
|
|
5. develop a weekly study-plan, time budget
|
|
6. set weekly goals, learning objectives.
|
|
| COMPONENT
8: THE COURSE-KIT |
|
|
|
|
|
The
S-S-I-M-S
Method |
| |
|
|
The ENSYS Streaming Media
format uses a teaching method called: S-S-I-M-S
|
|
| STRUCTURED
- SELFSTUDY - INTERACTIVE - MONITORED
- PROBLEMSOLVING |
|
|
| SSIMS
is an alternative method to learn engineering science, pioneered and
developed by ENSYS |
| SSIMS
has been succesfully implemented by ENSYS for over 45,000 hours to train
thousands of engineering students and professionals. SSIMS
has shown dramatic improvements in the acquisition, comprehension and
retention of engineering knowledge. |
|
|
| In
the SSIMS-method, MORE is learned in LESS time |
|
|
| One
hour of SSIMS session time equals 5 to 10 hours of self-study by the users |
| SSIMS
is implemented as a time-management tool in engineering coursework with
dramatically improved understanding, comprehension and retention. The
objective of SSIMS
is to facilitate faster learning with greater understanding, comprehension
and retention. |
|
|
| SSIMS
integrates problem-solving, feedback and interactioN |
| into a highly structured
time-management program. |
|
|
| All
topics are first presented as a step-by-step procedure |
| followed
by problems which are hand-solved by the user. The user receives his tasks
in the form of an array of problems, sequenced in increasing
difficulty-levels. Technical information is strategically presented and
constantly displayed on information screens. |
|
|
| Predetermined
time periods are then given to work on problems |
| Users hand-solve all problems during
the session thus retaining control of their skill-development, which now
proceeds in a managed interactive format. While users hand-solve the problems,
the solution is simultaneously presented live, in real-time on the computer
screen. |
|
|
| While
the user is working on the problem |
| his
work is monitored and feedback on algebraic errors, conceptual errors,
solution-procedures and problem-solving methodology is presented. Users
can get instant feedback while solving problems by discussing solution
strategies with the instructor or with other eBook members. Now when the
user encounters difficulties, he has available to him a hierarchy of
help-levels. The user can select the level and number of help-levels
depending on the severity of his difficulties: technical information
screens, the solution screen and communication channels with the
instructor and other users are available. The user obtains instant
clarification of concepts, equations, procedures and mistakes. |
|
|
| Problem-solving
is followed by |
a
detailed discussion of solution strategies. After the preset
time-period has expired, the problem is carefully analyzed.
The cycle then repeats in the next problem. |
|
|
| In
the SSIMS
format, users SUCCESFULLY hand solve THOUSANDS OF PROBLEMS |
| users gain confidence, practice and
skill and are provided with feedback, reinforcement, repetition and discussion
in every phase of the Training program. |
|
|
| Users
are organized |
| with a comprehensive course kit, with
color-coded sheets for quick access to material.
|
|
|
| SSIMS
is a revolutionary new method to learn engineering. |
|
|
| IN
THE SSIMS METHOD MORE IS
LEARNED IN LESS TIME |
| with dramatically improved
understanding, comprehension and retention. |
|
|
| SSIMS
is implemented as a time-management tool in engineering coursework |
|
|
| SSIMS
targets the problems, inefficiencies, duplication and delays of the old
method of learning engineering science |
|
|
| SSIMS
has shown dramatic improvements in the performance of engineering WORKERS |
|
|
| The
objective of SSIMS
is to facilitate faster learning |
| with greater understanding,
comprehension and retention by engineering knowledge workers: students,
technicians, engineering professionals. |
|
|
| In
the SSIMS
format, users meet for regularly scheduled sessions |
|
|
|
| SSIMS
integrates all traditional information-sources |
| with problem-solving,
feedback and interaction into a highly structured time-management program. |
|
|
| In
each SSIMS
session the user receives his tasks in the form of an array of problems |
| sequenced in increasing
difficulty-levels. Technical information is strategically presented and
constantly displayed on information screens. Predetermined time periods are
then given to work on problems in which the user retains control of his
skill-development, which now proceeds in a managed interactive format.
Concurrently, the problem solution is presented on solution screens. |
|
|
| WHILE
the user
solves the problem |
| his work is monitored and
feedback on algebraic errors, conceptual errors, solution-procedures and
problem-solving methodology is presented. Now when the user encounters
difficulties, he has available to him a hierarchy of help-levels. The user can
select the level and number of help-levels depending on the severity of his
difficulties: technical information screens, the solution screen and
communication channels with the instructor and other users are available. The
user obtains instant clarification of concepts, equations, procedures and
mistakes. |
|
|
| After
the preset time-period has expired |
| the problem is carefully
analyzed in a group discussion where additional clarification is given. The
cycle then repeats in the next problem. |
|
| |
|
STEPS
IN THE eBOOK PROBLEM-SOLVING SESSION
|
| |
| |
|
|
|
| STEP 1
|
THE
STUDY - CYCLE |
|
|
| STEP
2
|
THE
STUDY LOG |
|
|
| STEP 3
|
THE
ASSIGNMENT |
|
|
| STEP 4
|
THE
BLUE SHEET |
|
|
| STEP 5
|
THE PINK SHEET
|
|
|
| STEP 6
|
THE YELLOW SHEET
|
|
|
| STEP 7
|
THE GREEN SHEET
|
|
|
| STEP 8
|
THE WHITE SHEET
|
|
|
| STEP 9
|
DIFFICULTY
LEVELS |
|
|
| STEP 10 |
HELP
LEVELS |
|
|
| STEP
11 |
THE
PROBLEM-CYCLE |
|
|
| STEP
12 |
THE COURSE MANUAL
|
|
|
| STEP
13 |
THE
PROGRESS REPORT |
|
|
| STEP
14 |
SUPPORT |
|
|
| |
| |
|
|
| STEP
1: THE STUDY - CYCLE
|
|
|
|
User receives
assignment on Monday |
User works on
assignment Mon thru Sun |
User turns in
progress report on Sunday |
| |
assignment
|
|
channel 1
assignment |
channel 2
whiteboard |
channel 3
text files
|
|
email
progress
report
|
|
|
|
|
| STEP
2: THE STUDY LOG
|
|
|
| STEP
3: THE ASSIGNMENT
|
| The assignment outlines the tasks to be performed in the
session. It presents the structure of the chapter broken down into topics and
subtopics. Next to each topic is shown an array of problems which is carefully
sequenced in level of difficulty. This array of problems is compiled from the
class textbook, other textbooks and old exams, and includes assigned homework
problems
|
|
|
| STEP
4: THE BLUE SHEET
|
|
|
| STEP
5: THE PINK SHEET = SUMMARY SHEET
|
| The
first topic is discussed. The user may have been exposed to the material
in his lectures. The session does not duplicate the lectures. The emphasis
is on methodology, not on theory. All theory and concepts from lectures
and textbooks is presented in step-by-step outline form with the important
aspects heavily emphasized. Problem-solving, “how-to” procedures are
presented. Careful attention should be paid to the information.
|
|
|
| STEP
6: THE YELLOW SHEET = CHAPTER FLOWCHART
|
| The Chapter Flowchart integrated and summarizes all the
pink-sheets of a chapter. It represents all equations, procedures and methods
of a chapter in diagram form. The chapter flowchart is presented when
sufficient material in a chapter has been covered.
|
|
|
| STEP
7: THE GREEN SHEET = CALCULATOR ROUTINES
|
|
Relevant calculator routines are explained and implemented in the
sessions. Users are expected to be familiar with the calculator basics such as data
input, syntax, data editing
|
|
|
| STEP
8: THE WHITE SHEET = PROBLEM
|
| The
Pink-Sheet is followed up by problems worked by users. Users reinforce and
practice with the information presented in the Pink Sheet. The problems
are sequenced in increasing difficulty-levels.
STEP
9: DIFFICULTY LEVELS
|
| DIFFICULTY-LEVELS |
|
| |
|
| DIFFICULTY-LEVEL:
ONE STAR |
Straightforward application
of equations.
Designed to familiarize the user with the equations and problem-solving
procedures.
|
| DIFFICULTY-LEVEL:
TWO STAR |
More challenging problems.
Requires more reasoning skills and interpretation.
Representative of exam problems. |
| DIFFICULTY-LEVEL:
THREE STAR |
Challenging problems.
Requires a comprehensive understanding of the theory.
Designed to test competence in the material. |
| DIFFICULTY-LEVEL:
FOUR STAR
|
Very
challenging problems. Requires a comprehensive and thorough understanding
of the theory.
Designed to test mastery of the material. Users are given a pre-determined
amount of time to work on the problem depending on the difficulty level.
It is important to work fast and to be accurate. Quiet work is essential.
It is recommended to work each problem on a separate sheet. |
| |
|
STEP
10: HELP LEVELS
|
|
| HELP-LEVELS |
When mistakes are made or difficulties are encountered, a hierarchy of
help-levels is available.
|
| |
|
| HELP-LEVEL
1 |
Problem
Solution on the whiteboard
|
| HELP-LEVEL
2 |
Problem solution
textual description |
| HELP-LEVEL
3 |
Problem solution
computer voice |
| HELP-LEVEL
4 |
Pink sheet |
| HELP-LEVEL
5 |
Yellow sheet |
| HELP-LEVEL
6 |
Live-24/7 phone
support |
| HELP-LEVEL
7 |
Live Multipoint
support |
| HELP-LEVEL
8 |
Live Chat support |
| HELP-LEVEL
9 |
Email support |
|
|
| STEP
11: THE PROBLEM-CYCLE
|
|
| Information
is presented in Layered form |
|
1.
Information is first introduced in the Pink-Sheet
|
| 2.
Users handcopy the pink-sheet while reading the text and listening to the
computer, discussing the pink-sheet |
| 3.
Users are assigned a problem |
| 4. Users interpret and apply the information
from the pink sheet when working the problem |
| 5. When the user is
finished working the problem he |
| 6.
reviews the solution on the whiteboard while |
| 7. reading the text |
| 8. listening to the
computer discuss the solution |
| 9. The information is reinforced
when users view the solution and hear the computer discuss the solution
|
| 10.
After the cycle, users will have been exposed to the information
three times.
|
| 11.
Additional layers of reinforcement, amplification and extension of the
topic information are given when users
continue with solving additional problems, which are sequenced
in increasing difficulty-levels. |
|
|
| Each
problem is carefully selected to reinforce and explain a specific aspect of
the theory |
Not paying attention in the
computer discussion will mean unnecessary questions later.
The problem-solving
procedure is reinforced, alternate solutions are discussed and additional
questions are answered. Principles are reinforced and repeated.
|
|
|
| STEP
12: THE COURSE MANUAL
|
Organization is the key element of eBook. It is
recommended that users organize all session-material in a
three inch, 3-ring binder.
Users can print out all whiteboard files and textfiles along with their
handwritten solutions.
|
|
|
| STEP
13: THE PROGRESS REPORT
STEP
14: SUPPORT
|
|
|
|
ensyscorp@ensys2.net
Live 24/7
1.800.499.5941
