LEARNER GUIDE OPERATE A WORD PROCESSING APPLICATION (ADVANCED) Published by HEART TRUST/NATIONAL TRAINING AGENCY. Produced by

Transcription

1 LEARNER GUIDE Published by HEART TRUST/NATIONAL TRAINING AGENCY Produced by Learning Management Services Department Gordon Town Road Kingston 7 Jamaica W.I. This material is protected by copyright. Copying this material or any part of it by any means, including digital or in any form is prohibited unless prior written permission is obtained from the HEART Trust/NTA. *** 2004 ***

2 TABLE OF CONTENTS PAGE Introduction...1 Welcome...1 This Competency Unit...1 Before you start...2 Planning your learning programme...2 Self-Assessment Checklist...3 Using the Computer and Other Resources...6 Method of Assessment...6 Quality Assurance...6 Element 1: Insert, format and protect form elements...7 Self-Assessment Checklist...16 Element 2: Create tables for forms...17 Self-Assessment Checklist...19 Element 3: Create and work with a long document...20 Self-Assessment Checklist...27 Element 4: Create macros and run macros...28 Self-Assessment Checklist...29

3 ITIDAT1082A OPERATE A WORD PROCESSING APPLICATION (ADVANCED) INTRODUCTION Welcome Welcome to the Learner s Guide for competency standard Operating a Word Processing Application (Advanced). This is just one of a number of Learners Guides produced for the Data Operations Skills stream of the Information and Communication Industry, and it is designed to guide you, the learner, through a series of learning processes and activities that will enable you to achieve the specified learning outcomes for the competency unit. The content of this guide was developed from the Competency Standard ITIDAT1082A, which is one of the basic building blocks for the National Vocational Qualification of Jamaica (NVQJ) certification within the industry. Please refer to your Learner Handbook for a thorough explanation of standards and competencies, and how these relate to the NVQJ certification. You are also advised to consult the Competency Standard for a better understanding of what is required to master the competency. This Competency Unit Operate a Word Processing Application (Advanced) addresses the knowledge and skills requirements for effectively operating a word processing application (advanced). This unit of competency consists of the following areas or elements: Element 1: Element 2: Element 3: Element 4: Insert, format and protect form elements Create tables for forms Create and work with a long document Create macros and run macros As you go through each element you will find critical information relating to each one. You are advised to study them carefully so that you will be able to develop the necessary knowledge, skills and attitudes for operating a word processing application (advanced). 1

4 Before you start Before you start this Learner Guide, you will need to: a. Before you start this Learner Logbook that you will use to record evidence of your new skills/competence. As you demonstrate your new skills, record your activities and have your learning facilitator sign off on them. This will allow you to provide evidence of your competence when you are being assessed against the competency standard. b. Ensure that you have access to the facilities and equipment necessary for learning. c. Ensure that your learning resources are available. d. Ensure that tools and equipment are safe, and that the correct safety equipment is used. e. Plan your learning programme (see below) f. Understand how to use this Learner s Guide (see below) Planning your learning programme The self-assessment checklist on the following page will assist you in planning your training programme as it will help you to think about the knowledge and skills needed to demonstrate competency in this unit. As you go through the checklist you will be able to find out what competencies you have already mastered and which ones you will need to pay more attention to as you go through the learning process. To complete the self-assessment checklist simply read the statements and tick the Yes or No box. You should do this exercise now. 2

5 Self-Assessment Checklist - Operate a word processing application (advanced) Element 1 Insert, format and protect form elements Yes No 1. I can draw a rough sketch of the form to be created on a paper ( ) ( ) 2. I can determine the form fields required to gather information ( ) ( ) 3. I can customize the desktop environment to include forms toolbar ( ) ( ) 4. I can insert form fields and set their properties ( ) ( ) 5. I can check form fields to confirm that they are long enough to handle input form the user ( ) ( ) 6. I can format and style the form fields as required ( ) ( ) 7. I can protect/unprotect forms and fields ( ) ( ) Element 2 Create tables for forms Yes No 1. I can create tables for alignment of fields or to control row height ( ) ( ) 2. I can place form fields in table cells ( ) ( ) 3. I can format table cells as required ( ) ( ) 3

6 Element 3 Create and work with a long document Yes No 1. I can decide a general outline and divide work into sections or chapters with heading and sub-headings ( ) ( ) 2. I can create templates and apply styles on headings taking into consideration how the final version will be bound ( ) ( ) 3. I can use document maps to move quickly around the document ( ) ( ) 4. I can create sections in documents when certain parts of the documents require a different kind of formatting from the other parts of the documents ( ) ( ) 5. I can add different headers and footers to different pages within the document as required ( ) ( ) 6. I can apply table of contents as required ( ) ( ) Element 4 Create macros and run macros Yes No 1. I can record macros as required ( ) ( ) 2. I can run and edit macros as required ( ) ( ) 3. I can add macros to the toolbar ( ) ( ) How did you do? If you ticked all or most of the Yes boxes then you might not need to go through the entire guide. Ask your learning facilitator to assist you in determining the most appropriate direction for this competency. If you ticked a few of the Yes boxes or none at all then you should work through all of the guide, even though some of the material may be familiar to you. Plan your learning based on your answers. Be sure to involve your learning facilitator in the planning process. 4

7 How to use this Learner Guide This Learner Guide is designed to assist you in working and learning at your own pace. We suggest that you: Go through the sections/elements as they are presented (starting at Section 1) Check your progress at each checkpoint to ensure that you have understood the material. Observe the icons and special graphics used throughout this guide to remind you of what you have to do to enhance your learning. The icons and their meanings are as follows: Complete Assessment Exercise This exercise requires you to think about the knowledge and skills that you have or will develop in this competency unit. Definition Box Words/phrases are defined or explained in this box. The words/phrases being explained are in bold print. Checkpoint This denotes a brain teaser and is used to check your understanding of the materials presented. No answers are provided for the questions asked. Activity This denotes something for you to do either alone or with the assistance of your trainer/supervisor. Reference This points you to the reference materials and other support documents or resources used in compiling the unit content. 5

8 Using the Computer and Other Resources Where your activities refer you to the library, computer and Internet resources, ask your learning facilitator to assist you with locating these resources. If you are getting your training in an institution, there may be a library and a computer laboratory. If this is not the case, visit the local library and find out what resources are available. If you are new to the computer and the Internet, someone should be able to show you how to use these resources. Please note that in many of your activities you have been referred to information on the Internet. This is because the Internet has a vast amount of information that can help you in acquiring the particular competencies. We would like to advise you, however, that we cannot guarantee that all the sites will be available when you need them. If this happens, ask your learning facilitator to assist you with locating other sites that have the information you required. Method of Assessment Competency will be assessed while work is being undertaken under direct supervision with regular checks, but may include some autonomy when working as a team. You are advised to consult the associated competency standard for further details relating to the assessment strategies. Quality Assurance A feedback form is included at the back of each learner guide, to give users an opportunity to document their concerns about any aspect of the guide. Such feedback will assist in the review of the guide. Users are encouraged to complete the form and send it to the address given. You may now start your learning. Have fun while you work! 6

9 ELEMENT 1: INSERT, FORMAT AND PROTECT FORM ELEMENTS LEARNING OUTCOMES As you go through this element you will acquire the necessary knowledge, skills, and attitudes to insert, format and protect form elements. Your learning facilitator is there to assist you through the various activities, so that on completion you will be able to: 1. Create rough sketch of the form on paper 2. Determine form fields required to gather information 3. Customize desktop environment to include forms toolbar 4. Insert and set properties for form fields 5. Check that form fields are long enough to handle input from user 6. Format and style form fields 7. Protect/unprotect form field CREATE ROUGH SKETCH OF FORM Forms are a part of everyone s personal and professional life, you have no doubt filled out many forms application, deposit slip, timecard or questionnaire. Forms are designed to collect information. In the past, forms were exclusively printed on paper and you were required to complete it with a pen or a pencil and return it manually. These days you now have the option of completing forms on line and returning it on line. The first step in creating a computerized form is to design a rough sketch of what you want. This preliminary step saves valuable time and helps you to clarify your thoughts regarding the information that you want to capture in the form. During the design stage you must consider all the elements of the form including: The form s title Placement of text and graphic Instructions for users of the form Field specifications Field specification: characteristics of a field such as field s type, length, format and a list of possible values that may be entered into the field. Field: A space allocated for a particular item of information. 7

10 Figure 1.1 is an example of a sketch form Place logo here HEART Trust/NTA Institute of Higher Learning Please fill inn the form below and return to the institution mention above. First name: xxxxxxxxxxxx Middle initial: xxx lastname: xxxxxxxxxxxxxx Course name: xxxxxxxxxxxxx Unit competence: xxxxxxxxxxxxxxx Insttuition; xxxxxxxxxxxxxxx Tahnk you for your time Mm/dd/yyyy Fig1.1 DETERMINE FORM FIELDS To determine form fields you should consider the purpose of the form. What kind of information are you trying to capture? This will help you to decide on the number of fields that you require the number of these fields that will contain text versus numeric data, the length of the fields and the name of the fields. Fieldnames may include but are not limited to: First name Last name Address Gender Phone number NIS number TRN number Next of kin. 8

11 ACTIVITY Make a sketch for a form that you will use to capture your colleagues personal data. Include the fieldnames that will be required. CHECKPOINT What are the essential form elements? CUSTOMIZE DESKTOP TO INCLUDE FORM TOOLBAR Toolbar is designed by any interactive software to assist users to access specific function easily. MS Word allows you to customize your desktop to include form toolbar. (Mouse users only). This is done by choosing the view option from the main menu and selecting tools and any of the options for example, form from the pop-out window that appears. (See screen capture below): There may be alternate ways of performing this function depending on the software that you are using. Where applicable, ask your learning facilitator to advise you. 9

12 Figure 1.2 INSERT AND SET PROPERTIES FOR FORM FIELDS Inserting text into a form is a technique that requires careful attention. Text is usually inserted into a form using different methods. Before entering text, there are a few terms that need to be known. Text form field - In order to place a text box on screen, a text form field must be inserted. A text form field allows the person(s) filling in the form to enter the following: - Characters - Numbers - Letters Field option - This is usually the text on the form that informs the user what kind of information to enter into that field. Examples: - Firstname - Lastname - D.O.B. 10

13 Note: The field option is placed before the text form field. The two are usually separated by a colon or some other character. METHODS USED TO ENTER FORM FIELDS There are several methods for you to choose from: Inserting Text Form Field This involves the creation of a text box to accept any text. Inserting a Drop-Down List Box - This is used if/when you want to give the user a set of options to select from when filling in a form. For example, Title-: Mr., Miss, Dr. Mrs. Inserting a Text Box that requires a number - This is used when you want to give the user the option to enter numbers in a text box when filling in a form. For example, Members in family-:2, 3, 4, 5 etc. Inserting a Check Box - This is used you want to give the user the option of choosing from a list of items. For example, Age group 20 29, and over Inserting a text box to display current date - This gives the user the option to enter the date in a text box when filling in a form. For example, month/day/year (mm/dd/yy) or day/month/year (dd/mm/yy) CHECKPOINT Using the reference cited below, answer the following: What are the other methods to enter data into a text box form field? List the different properties set for form field. ACTIVITY Ask your learning facilitator to demonstrate the methods noted above then practise doing them on your own. Refer to: Shelly, Cashman, Vermaat (2000). Microsoft WORD 2000 Series. PROJECT Course Technology Publisher 11

14 SETTING FIELD SIZE A text form field in MS Word normally allows you to enter five (5) characters in that form field by default. However, this can be adjusted to allow you to insert the length of the desired text or to limit the entry. The steps have been outlined for you: Steps to set field size for a text box: a. Place the cursor where you want the user to enter the text. (after the field caption) b. Select the text form field icon from the form toolbar. c. Double click the text form field. d. From the text form field option window, select maximum length and then type desired length for the form field e. Click O.K. (See screen capture below) Fig. 1. ACTIVITY Under the supervision of your learning facilitator use the information in the reference cited below to prepare a form and set field size for a form field. 12

15 Refer to: Shelly Cashman Vermaat (2000). Microsoft WORD 2000 Series. PROJECT Course Technology Publisher FORMATTING FORM FIELDS Now that you have entered the data into form fields, it is necessary for you to format form fields in order to enhance the presentation of the form. Form fields may be formatted using the following method: Font window. This can be accomplished if you follow the steps outlined below: a. Right click the form field b. Select font from the drop down list OR a. Choose format from the main menu b. Select font from the drop down list The font window has three (3) tabs that allow you to make different formatting changes. The tabs are: 1. Font 2. Character spacing 3. Text effects 13

16 The Figure below displays the font window Fig. 1. CHECKPOINT Can you identify one other method apart from using the font window that a user can format a form field? ACTIVITY Ask your learning facilitator to have you and your colleagues prepare a form and format its form fields using the font window and its options. The reference noted below provides information that will help you accomplish this task. 14

17 Refer to: Shell, Cashman, Vermaat, (2000). Microsoft WORD 2000 Series. PROJECT Course Technology Publisher. PROTECT/UNPROTECT FORMS AND FIELDS It is always wise to protect a form before it is used. Protecting a form means that only you, the user, can enter data in designated area effectively preventing anyone else from making any modifications to your form. You can protect your form by: a. Clicking the protect form icon from the form toolbar b. Closing the form toolbar CHECKPOINT How does one unprotect a form? ACTIVITY Using the reference cited below, protect and unprotect a form that you have previously created. Where necessary, ask your learning facilitator to guide you. Refer to: Shelly, Cashman, Vermaat, (2000). Microsoft WORD 2000 Series. PROJECT Course Technology Publisher 15

18 READY TO PROVE YOUR COMPETENCE? Now that you have completed this element, check whether you have fully grasped all the components by doing the following self-assessment: Checklist 1 Yes No 1. I know how to draw a rough sketch of the form to be created on paper ( ) ( ) 2. I know how to determine the form fields required to gather information ( ) ( ) 3. I know how to customise the desktop environment to include forms toolbar ( ) ( ) 4. I know how to insert form fields and set their properties ( ) ( ) 5. I know how to check and set the length of form fields ensuring that they are long enough to handle input from the user ( ) ( ) 6. I know how to format and style the form fields as required ( ) ( ) 7. I know how to protect/unprotect forms and fields ( ) ( ) Checklist 2 Yes No 1. A rough sketch of the form to be created is drawn on a paper ( ) ( ) 2. The form fields required to gather information are determined ( ) ( ) 3. The desktop environment is customized to include forms toolbar ( ) ( ) 4. Form fields are inserted and their properties set ( ) ( ) 5. Form fields are checked to confirm that they are long enough to handle input from the user ( ) ( ) 6. The form fields are formatted and styled as required ( ) ( ) 7. Forms and fields are protected/unprotected ( ) ( ) 16

19 ELEMENT 2: CREATE TABLES FOR FORMS LEARNING OUTCOMES As you go through this element you will acquire the necessary skills and attitudes to create tables for forms. Your learning facilitator is there to assist you through the different activities, so that on completion you will be able to: 1. Create tables for alignment of fields or to control row height 2. Place form fields in table cells 3. Format table cells as required. ALIGN FIELDS AND CONTROL ROW HEIGHT USING TABLE You many find that many persons use the tab stop to align field, it is not the easiest way. Using tables actually makes the task easier. The greatest advantage of using tables in forms is that it keeps the data entered within the same region of the form. For example, if you enter more data that the width of the column allows it wraps to the next line of the screen. A table can be inserted or drawn: Inserting Tables 1. Place the cursor where you want the table to be inserted 2. Click the insert table icon on the form toolbar 3. Choose the number of row(s) or column(s) 4. Release the mouse. The figure below displays the insert table option Fig

20 Drawing Tables Place the cursor where you want the table to be inserted Click the draw table icon on the form toolbar When the draw and borders appear choose the draw icon Draw the table that you require ACTIVITY Practise the steps presented above using the reference as a source document. If necessary, seek the assistance of your learning facilitator. Refer to: Shelly, Cashman, Vermaat, (2000). Microsoft WORD Series. PROJECT Course Technology Publisher. PLACING FORM FIELDS IN TABLES It is important to understand how to insert data into a table, so that it will enhance the presentation of a word processing document. To do this you should have already created the table. You can insert form field within a table with or without the border around the table. The procedure for doing this is quite simple: Place cursor in the cell for the form field Select the form field that you want to use from the form toolbar. For example: text, check box and drop-down form field. Formatting table cells Formatting table cells is also another way to enhance the appearance of the table. Formatting a cell may include but is not limited to: Delete cell Split cell Merge cell Using auto fit Using table auto format 18

21 To format a table cell: Select the cell to be formatted Choose the table option from the main menu or right click Choose from the drop down list. ACTIVITY Practise the procedures outlined above for formatting table cells READY TO PROVE YOUR COMPETENCE? Now that you have completed this element, check whether you have fully grasped all the components by doing the following self-assessment: Checklist 1 Yes No 1. I know how to create tables for alignment of fields or to control row height ( ) ( ) 2. I know how to place form fields in table cells ( ) ( ) 3. I know how to format table cells as required ( ) ( ) Checklist 2 Yes No 1. Tables are created for alignment of fields or to control row height ( ) ( ) 2. Form fields are placed in table cells ( ) ( ) 3. Table cells are formatted as required ( ) ( ) 19

22 ELEMENT 3: CREATE AND WORK WITH A LONG DOCUMENT LEARNING OUTCOMES As you go through this element you will acquire the necessary skills and attitudes to create and work with a long document. Your learning facilitator is there to assist you through the different activities, so that on completion you will be able to: 1. Decide on a general outline and divide work into sections or chapters with headings and sub-headings 2. Create templates and apply styles on headings taking into consideration how the final version will be bound 3. Use document maps to move quickly around the document 4. Create sections in documents when certain parts of the documents require a different kind of formatting 5. Add different headers and footers to different pages within the document as required 6. Apply table of contents as required GENERAL OUTLINE It is very important that when working with a long document, you decide on a general outline. This will give you an idea as to what the document will look like before it is actually bound. This may include the different chapters, their headings and sub-headings. Example: Research on Banana Chapter 1. Heading 1. Sub-heading 1. Chapter 2. Heading 1. Sub-heading1. Chapter 2. Heading 1. Heading 2. History of banana Country of origin. Founder of the herb Recipes of Banana Caribbean recipes Jamaica banana recipes Uses of banana Medicinal uses Other uses ACTIVITY Working in teams, prepare a document making sure to include headings and sub-headings. You may need the assistance of your learning facilitator to complete this task. 20

23 CREATING TEMPLATES Template Something that establishes or serves as a pattern for reference. In word processing and desktop publishing a template is a file or form that defines the layout of a document.. It specifies parameters such as the page, size, margins, line spacing, and even where to place text. Every Word document you create is based on a template. Whenever you click on the New Blank Document button on The Standard toolbar, Word creates a document based on the Normal template. Using templates to create a document will improve your productivity because you can use the same template for many documents. For example, you could create one template for personal letters, another for official letters and a third for reports. Creating a Normal Template. 1. Click file on the main menu 2. Select new 3. Chose the general tab, then select blank document 4. Check template, from the create new area. 5. Click O.K. Word also gives you the option to create other specific templates. This may include memos, letters, faxes, etc. Creating a Specific Template. 1. Click file on the main menu 2. Select new 3. Chose the general tab, then select desired style from list 4. Check template, from the create new area. 5. Click O.K. 21

24 The figure below displays the new window Fig. 2.3 CHECKPOINT What are the differences between a document and a template in Microsoft Word? ACTIVITY Referring to the text identified below, prepare different template documents. Refer to: Shelly, Cashman, Vermaat, (2000). Microsoft WORD 2000 Series PROJECT 8.15 Course Technology Publishers. 22

25 USING DOCUMENT MAPS Document mapping is a term that refers to the speed with which you are able to navigate the pages of large documents. Here are the steps: 1. Select view from the main menu 2. Chose document map from the drop down list OR 1. Select the document map from the standard toolbar The figure below displays a document area Fig. 2.4 Document map area CHECKPOINT What is a document map? ACTIVITY Practise document map steps using the following: 23

26 Refer to: Shelly, Cashman, Vermaat, (2000). Microsoft WORD 2000 Series. Course Technology Publishers. USING DIFFERENT HEADER AND FOOTER Usually when a header or footer is created, Word by default displays that header or footer on all other pages in the document. However, there will be times when the user may need different header or footer within the same document. There are definite procedures for you to follow: Creating a different header of footer 1. Position insertion point on line one of page two 2. Click view on the menu bar 3. Select header and footer 4. Select same as previous from the header and footer toolbar ACTIVITY Ask your learning facilitator to have you and your colleagues create different header and footer. Refer to: Shelly, Cashman, Vermaat, (2000). Microsoft WORD 2000 Series. Course Technology Publishers. CREATING TABLE OF CONTENTS A table of contents is use at the beginning of a large document to give a list of all the headings and the page numbers related to those headings. TIP! The table of contents is created after the document has been completed 24

27 Procedure 1. Place insertion point below the heading Table of Contents. 2. Click insert from the main menu 3. Select Index and Tables 4. Click O.K. The figure below displays the Index and Tables window Fig. 2.5 Updating a Table of Contents There will be occasions when you may need to make changes to an existing table of contents. This is accomplished by following the procedure outlined below: 1. Select the table of contents page 2. De-recess the Show and Hide icon on the standard toolbar 3. Click edit from the main menu 4. Click select all 5. Press F9 from the Update Table of Content dialog box. 6. Check the desired choice. 7. Click O.K. 25

28 The figure below displays the Update Index and Tables window Fig. 2.6 ACTIVITY Create a document making sure that a table of contents is included. Update it. The text noted below provides guidelines for accomplishing this task. Refer to: Shelly, Cashman, Vermaat, (2000). Microsoft WORD 2000 Series. Course Technology Publishers 26

29 READY TO PROVE YOUR COMPETENCE? Now that you have completed this element, check whether you have fully grasped all the components by doing the following self-assessment: Checklist 1 Yes No 1. I know how to decide on a general outline and work divide into sections or chapters with headings and sub-headings ( ) ( ) 2. I know how to create templates and apply styles on headings taking into consideration how the final version will be bound ( ) ( ) 3. I know how to use document maps to move quickly around the document ( ) ( ) 4. I know how to create sections in documents when certain parts of the documents require a different kind of formatting ( ) ( ) 5. I know how to add different headers and footers to different pages within the document as required ( ) ( ) 6. I know how to apply table of contents as required ( ) ( ) Checklist 2 Yes No 1. A general outline is decided and work is divided into sections or chapters with headings and sub-headings ( ) ( ) 2. Templates are created and styles applied on headings taking into consideration how the final version will be bound ( ) ( ) 3. Document maps are used to move quickly around the document ( ) ( ) 4. Sections are created in documents when certain parts of the documents are required to be formatted differently from the other parts of the document ( ) ( ) 5. Different headers and footers are added to different pages within the document as required ( ) ( ) 6. Table of contents are applied as required ( ) ( ) 27

30 ELEMENT 4: CREATE MACROS AND RUN MACROS LEARNING OUTCOMES As you go through this element you will acquire the necessary knowledge, skills and attitudes to create macros and run macros. Your learning facilitator is there to assist you through the various activities, so that on completion you will be able to: 1. Record macros 2. Run and Edit macros as required 3. Add macros to toolbar RECORD, RUN AND EDIT MACROS From time to time you may need to repeat an action in Microsoft Word. This can be very time consuming and frustrating. A way to save time is to create a macro. Macro A symbol, name or key that represents a list of commands, actions, or keystrokes. Log on to the website noted belwo for a more detailed explanation of macros. ACTIVITY Ask your learning facilitator to demonstrate how to record, run and edit macros and then practise doing them on your own. The following reference should help you accomplish this activity. Refer to: Shelly, Cashman, Vermaat, (2000). Microsoft WORD 2000 Series. Project and Course Technology

31 ADD MACROS TO TOOLBAR From your previous studies you should know that Microsoft Word gives you the option to use and customize toolbars. A toolbar gives the user easy access / short cuts, to carry out commands. These commands are carried out by clicking a button/icon on the toolbar. ACTIVITY Ask your learning facilitator to demonstrate the steps to add macros to a toolbar. Refer to: Shelly, Cashman, Vermaat, (2000). Microsoft WORD 2000 Series. Project Course Technology 2000 READY TO PROVE YOUR COMPETENCE? Now that you have completed this element, check whether you have fully grasped all the components by doing the following self-assessment: Checklist 1 Yes No 1. I know how to record macros as required ( ) ( ) 2. I know how to run and edit macros as required ( ) ( ) 3. I know how to add macros to the toolbar ( ) ( ) Checklist 2 Yes No 1. Macros are recorded as required ( ) ( ) 2. Macros are run and edited as required ( ) ( ) 3. Macros are added to the toolbar ( ) ( ) 29

32 Learning Management Services Department Learning Resources Development Unit Learner Guide Feedback Form Your feedback on the Learner Guides is important to us. Please complete the form below to indicate areas for review as you see necessary. For each component tick [ ] the appropriate column. Learner Guide Title: Learner Guide Code: LEARNER GUIDE INVESTIGATION Area of Concern Good Fair Weak Element/Page [ ] Self Assessment Checklist [ ] [ ] [ ] [ ] Content [ ] [ ] [ ] [ ] Activities [ ] [ ] [ ] [ ] Checkpoints [ ] [ ] [ ] [ ] Element Checklists [ ] [ ] [ ] [ ] Graphics [ ] [ ] [ ] [ ] References [ ] [ ] [ ] Details of Concern: Other Issues: Your contact details: [ ] Learner [ ] Instructor Institution: Telephone #: Please cut along the dotted line and submit to: Learning Resources Development Unit, Learning Management Services Department Gordon Town Road, Kingston 6. Tel: ; Fax: /977- Version Control 1