Gary Probst wrote:

On another list I found the following message.  You can see how
important workers reading speed is to CBT developers in industry.  If
union workers receive $30 a hour and you plan a two hour course, how
much will it cost if you want to train 10,000 workers?  Workers are
sometimes trained on overtime!  (College instructors are trained on
their own time and money.)

What will happen to a worker who cannot learn the material in two hours?

Date:         Sun, 25 Aug 1996 17:18:14 -0300
Reply-To:     Asymetrix ToolBook List <[log in to unmask]>
Sender:       Asymetrix ToolBook List <[log in to unmask]>
From:         Herli J de Menezes <[log in to unmask]>
Subject:      Re: How much time per page!?!
Content-Type: text/plain; charset="us-ascii"

Hi Patrick

        some (I think Steve Floyd, The IBM multimedia handbook) say that
good estimate is the time needed to read the page two times. Maybe a


H.De Menezes

At 08:46 08/08/97 -0400, you wrote:
>        Hi everyone,
>I'm in the planning phase of a CBT/on-line project, and suddenly,
>I was wondering:
>        How much time should I assume the student should spend,
>        "on average" per page?
>I know, there is no exact figures, but since I'm new at this, I'm sure
>someone somewher had to do this to justify a preleminary budget
>and production time. So, this is a rather basic course on chemical
>in an industry. I segmented the 2h30 course into 8 books (equivalent to
>chapters), and if I omit the exercices, etc... can I allow the student
>to spend
>about 1 minute per each content page?
>Any insigth would be greatly appreciated.
>PS: I almost forgot, if the entire CBT is to last, say, 2h00...
>what about the ratio  (CBT Time -vs- PRODUCTION Time).
>For the first time, I plan to stick to ToolBookII Assistant?
>Patrick (newbie!?!

Peggy Keller wrote:
> What a cool thread--too bad I didn't get around to it sooner; you see, I
> was reading voraciously for pleasure during my week off!  I think Gary's
> right on with his comments.  Different types of reading require different
> speeds.  (Walt's right, too; stuff like Tristram Shandy cannot be read any
> other way than slogging through the mire!  Can you tell that type of lit.
> is NOT my favorite?)
> Students need to know that some things can be skimmed and some can't.  It
> all depends on your purpose (a reading test to get a job versus reading
> Stephen King's latest just for fun).  My husband and I are considered
> "speed readers" because we devour thrillers, action/adventure,
> mystery/suspense novels to the tune of several each per week--more when we
> don't have to go to work and school, too.
> However, it's a whole heap easier reading a contemporary novel for fun
> than it is reading a Social Science Research textbook for a grade!
> Particularly when math is not your forte! (Guess what I'll be studying
> this term?)  I know I'm going to have to read more slowly to get some
> parts of the information--the stuff that deals with math--than I will the
> parts that deal with theory, because that's the way I'm wired.
> Students need to know that people ARE, in fact, wired differently.  I have
> friends, whom I envy, who can breeze through math texts in the blink of an
> eye where I have to sweat each and every page. However, I have other
> skills they don't have!  It all evens out, and, if you're lucky, you can
> find a job that lets you use the skills you're best at.  That's what I try
> to impress on my students.
> I'm all for speed-reading.  It has its place.  But there is also room, I
> hope, for dipping leisurely into a book.
> Peggy Keller
> Lead Learning Assistant for English
> Assistance Centers for Education
> Department of Adult and Developmental Education
> Albuquerque Technical Vocational Institute
> 525 Buena Vista SE
> Albuquerque, NM  87106
> <[log in to unmask]>