541_Testing Online Educational Materials

1. List the two levels of testing as outlined in the presentation and discuss each one in turn. Then describe the types of testing activities for each level of testing.

Testing of online materials involve two types of testing; first type is to ensure the fidelity of the media that is being used, and second is to ensure that the material that is being presented leads to the desired student outcomes.

 There are two levels of testing that are used to ensure the fidelity of the media being used. The first is done when the media is being created. It is done to ensure that the media that was produced is both complete and of acceptable quality. The second level involves testing of the media when it is as close to its release as possible. This is usually done by having someone review the material; as described in the reading, basically states that the media is tested under reasonable set of circumstances that (in our case) students are expected to encounter; for example, testing with different operating systems and  using different web browsers.

2. What is ADA and how does it apply to the design and development of eLearning materials?

ADA is the acronym for Americans with Disabilities Act. This act requires that universities need to provide equal access to everyone- even those with disabilities.

I was very surprised, although in retrospect it makes perfect sense. There are quite different disabilities in e-learning that in a f2f classroom. Disability accommodations that I expected to read, were maybe seating, walkways, railing, even parking. However, e-learning disabilities are quite unique; they include students with no vision, color blindness, auditory issues, seizures or motor function issues.  Accommodations for these disabilities include: changes in contrast, color combinations, changeable fonts, animation/strobe usage, text –v-audio alternatives, navigability.

 

3. What is your institutions (You may use CSUSB’s) policy towards ADA and eLearning? Explain what this means in practical terms and what you think the strengths and weaknesses of the policy.

CSUSB adheres to both and ADA policy and an online web page accessibility policy; its online webpage accessibility policy can be found at http://policies.csusb.edu/webpageaccessibility.htm                                                                                                

I took this directly from the link:

PURPOSE

The purpose of this policy is to identify standards that will constitute web page accessibility for those with disabilities, establish procedures for creating and maintaining accessible Web pages, and establish the accountability for assuring accessibility for all Web pages that officially represent California State University, San Bernardino within the scope of this policy. This policy does not apply to instructional websites or instructional web content. Instructional materials are managed under the Instructional Materials Accessibility Plan (IMAP). A website or webpage, as well as the contents of such pages, is instructional if its primary function is as an informational resource for course completion. This includes, but is not limited to items such as course syllabi, reading materials, test materials, and multimedia.

If I comprehend this correctly, the policy only relates the official CSUSB website. It does not pertain to e-learning, as it does not apply to instructional websites or instructional web content.  I am assuming, that whoever it is that is creates the instructional sites (Blackboard, for example) is in full compliance of ADA. However, I have never been able to make changes to the content; the only changes I can make (in regards to contrast, font, color….) are all done through my computer, not thru the Blackboard system. Maybe I just don’t know how to do these things- which entirely possible.

4.      Revisit the 11 instructional design steps presented in chapter 1 of the text (Design Quickly and Reliably).* Revise this 11 step system using what you now know about development and testing. Try to create your own instructional design process/template that you might actually use. Briefly explain your modifications.

As we discovered during our team project, following the 11 steps led to repetition. I searched the web and found so many different processes, many included ADDIE. Addie seems to be a very basic set of steps- I felt that I would break it down a bit more. I also am taking in to account all of the different module topics we have covered in this class.

1.      Analysis:

a.      Identify needs and expertise of students/instructors

b.      Technology access and capabilities

c.       Characteristics of instructor/students

d.      Content

2.      Set Objectives/goals:

a.      What the instructor expects and how the student will achieve those expectations

3.      Activities:

a.      Apply the absorb, do and connect activities

                                                              i.      Absorb- how content is presented (presentations, readings, stories)

                                                            ii.      Do-  transforming the information (absorb) into knowledge (practice, simulation, discovery activities)

                                                          iii.      Connect- bridge the gap; tie together new skills/knowledge with previous skills/knowledge

4.      Interaction:

a.      Provide for 3 types of interactions

                                                              i.      Student-content

                                                            ii.      Student-student

                                                          iii.      Student-instructor

5.      Assessment:

a.      Ensure student understanding of content

                                                              i.      Quizzes/ exams/ finals

                                                            ii.      Papers

                                                          iii.      Projects

                                                           iv.      Discussion forums

6.      Select the media

 

 

 

541_Session 7

Session 7

1. Why is media selection important in eLearning?

Media selection is important in order to create a successful learning environment. Most students who chose to take e-learning courses, generally, have very busy schedules and find this style of learning to be convenient. If the media selected is not conducive to these needs, the success of the learning and experience will suffer. So, when e-learning courses are being designed/developed, the selection of the media needs to meet the busy lifestyles of the students as much as the needs of the instructor and the course content.

As we have continually been discussing, interaction must always be considered, including in media selection- meaning that it must support all three major interactions- student-student, student-content and student-instructor.s in these classes have busy lives; most do not have extra time toe

2. Define "new media"?

New media refers to on-demand access; in the e-learning environment, this would be access to content, interaction and participation. This access would be available to the student anywhere, at any time and on kind of digital device, such as smart phones or tablets. New media allows us to interact and share information in an instant.

3. Choose a "new media" and explain it's strengths and weaknesses for supporting eLearning.

I took a class that used facebook as its media. We received our content via links, we collaborated through postings. I found one of the biggest strengths to be access; we had access to content and each other anytime of any day. I personally was able to do my studies on my iPhone at work, in the car waiting for my kids to get out of school or in the comfort of my living room.  Another strength was privacy; our facebook was only able to be “friended” by invitation of the professor.

The greatest weakness was that it forced students to get a facebook. For most people that would not be a big deal, but we did have one student that voiced her dislike of being forced to join a social network.

4. Explain the term "Mobile Learning" and discuss the importance of "Mobile Learning in the current eLearning environment and in future eLearning environments.

Our texts describes mobile learning with two meanings: 1- participation in learning events while mobile, and 2- learning from the world in which we move.

I can say that currently I have taken advantage of our university’s mobile web app on my iPhone on numerous occasions. I have had to look up an activity or even post to my blog from time to time. I can say, that I have trouble commenting on other blogs; but that is probably a user issue rather than a tech issue. The main issue I see at this time is the size of the screen or keyboard on the mobile devices- not as easy to see or use as a laptop or desk computer.

The lifestyle of students is becoming more and more busy, and convenience and instant gratification is a way of life. Everywhere you look, people are on their smartphones or tablets, emailing, checking facebook, texting….thus, creating a cultural environment that is demanding instant, on-the-go education. We must, as e-learning designers/developers, take advantage of technological advances and meet those needs.

 5. Explain the term "Virtual Classroom". Describe how a "Virtual Classroom" can be used in eLearning.

The text explains that a virtual classroom can be in two formats: a webinar or a course. A webinar is an individual online meeting that is generally a one-time course. A course is a complete program of learning; which could be a series of webinars. Webinars and courses are taken online.

Instructors have a great deal of work and effort creating the syllabus and all of the technicalities of making the virtual classroom as effective in content and interaction as a f2f classroom- as we learned in our team project. The students have an added advantage of learning from each other through collaborations more in a virtual classroom than in most f2f (or in classes I have experienced). In my other class, I discussed the isolation that students feel (it was on K-12 e-learning). Virtual classrooms, if designed and developed correctly, require students to be more involved- both with the content and other students.

*I apologize for any typos or crzy mitakes..... as I am dealing with a mobile learning environment that I am not used to- which is what led me to my weaknesses in question 4. Ironic for this session- I think. Laptop crashed.

541_Session 6_ Absorb, Do and Connect from team activity

Objective:

• Understand the complex relationship between historical events, historical context, and human culture

1. Describe an "Absorb" type activity for one of the objectives in the course plan your team developed.

Student will read various readings of “Greek Philosophy and History” and “Alexander the great and the Hellenistic Philosophy.” Students will also receive both f2f and online video lectures where the instructor presents the information as well as shares stories for a deeper understanding of the topic.

2. Describe a "Do" type activity for one of the objectives in the course plan your team developed.

In our team’s plan, student will complete 2 “Do” activities. 1) complete the weekly CFU (check for understanding) and Quiz #1. This allows the student to analyze the objective and apply their knowledge and understanding of the information.

3. Describe a "Connect" type activity for one of the objectives in the course plan your team developed.

Students and instructor will discuss: philosophy and the Individual in Greek Culture. This discussion allows students to form a deeper understanding of the subject and share their views and perception with the instructor and other students.

4. Choose one of the above activities and discuss the process you would use to create this presentation. For this task assume that you have no additional assistance other than the instructor who would be able to write content as you describe it and perform for a recording as needed.

·         Create a PowerPoint presentation:

·         Create and present an outline for the topic

·         Include charts

·         Include links for supportive readings

·         Include a podcast link for pertinent information and instructions

 

5. Discuss how would your approach for the above task would be different if you were directing the development efforts of a team that included a graphic designer, a video editor and a web programmer along with all of the tools that such a team would typically use.

A graphic designer could ensure that the charts, pics, and overall appearance is aesthetically pleasing and not distracting to students. Video editor can add text and other supporting information to the chunks of video lecture the instructor has recorded. We discussed the programmer intermingling quizzes (CFU’s) following each reading and lecture, if the student did not demonstrate understanding of the material he/she would be redirected to another area for added information until student is able to show understanding. The site would include a variety tools, such as videos, chat, discussion boards, animation and links.

6. The text presents test types and presents a list of common types of test questions. In light of these, describe a test that would be appropriate for the class your team planned in the previous session.

The syllabus provided by the instructor includes 2 quizzes, 1 midterm and 1 final. Our team decided that we would add a weekly CFU (16 total)- each consisting of  2 questions.

According to the syllabus the instructor has his students take 2 quizzes, 1 midterm, and 1 final.

Our team decided to add 16 CFU’s (check for understanding) that would consist of approximately 2 questions. Quiz #1 will be taken in class and #2 will be taken via online.

Quizzes will consist of T/F, multiple choice, fill in the blanks and short answer questions.

 

 

 

Session 5_ Our roles and application of the 11 step process

My role in the activity was to 1) pick the approach LOT will use to meet each objective; which we applied to both the course itself and to the weekly activities, and 2) determine the teaching sequence of our objectives; which we took from the provided syllabus. I found this all very interesting; there never seemed to be just one approach, or just one sequence; I think it is because we chose to design this course as a hybrid. Upon collaboration with teammates, we all determined that these were accurate to our design plan.

Wow! Our team worked very hard to get this assignment together. Several people attended the first Skype meeting with Dr. Hunziger (AKA Dr. Newberry). This was very helpful in areas where there was confusion as to the direction we would take various areas. We successfully collaborated in several different ways, sometimes as a group and other times individually via email, texts and phone calls.

Nicole has been an awesome primary. She has explained that this is a new area for her, and I can say that you cannot tell. She has stepped in and taken charge like a real pro. Immediately after the Skype meeting with Dr. Hunziger, she arranged for a group Skype meeting the very next day; she later set up more Skype meetings and due dates. At one point we all seemed a bit confused, she called one last Skype the very next morning. She also took on the responsibility of creating the Google doc that we used for collaborating our tasks, editing the doc into a great final draft and submitting it to the professor.

Laura was her right hand- or that’s the way I saw it. She was so very helpful to everyone. Although she had to catch a flight the next morning, she attended the first Skype with Dr. Hunziger and diligently began working on our project late into that night. She also met and communicated with the group regularly, despite the time difference. I know other people needed help with some clarification on their parts and she stepped in and met with them via Skype, email and texting. That was so awesome. And personally, I sent her my part and she offered great comments and considerations.

Everyone else attended regularly and shared ideas and help via email throughout the whole process. I can say I have emailed back and forth with nearly every member. We had a new member add and we were quite concerned as we had not spoken with her, but she stepped in a provided great contribution to the project. Every team member met deadlines and attended meetings (except with legitimate reasons).

When it comes to my thoughts on the instructional design process, specifically in light of this project, I am not a fan. I am speaking specifically about the 11 step process. It seemed like a great thing when I first read it (remember- I have 0 experience in this area) but as we applied it to the project, we found it to be very repetitious. I thought it was just me, but as I was writing my portion, I felt like I was repeating things I had already read. But, we are presenting it to an instructor who needs to be sold on the idea, as he is comfortable and set in his ways.

Designing an educational course is nothing like I thought it was when coming into the class. I really thought it was just a matter of an instructor, basically, filling in a template with the stuff from his course/syllabus and boom- you’re done! Wow, was I wrong. Every step of the process relies on the previous step. In a team collaboration, that means relying on the person before you getting their part done, and done accurately, because you rely on their information to complete your own step.

I feel like I am learning so much more with every step we make. My team members not only offer such great insight, they also are very understanding in the fact that several of us are new and have no experience in this area of expertise. I admire that quality!