Session 10

Session 10 Wrapping Up

1. Identify five key concepts or themes related to eLearning Design and Development and explain what you know about each.

Maybe the clever acronym or that it simplifies the educational design process, but for me the ADDIE model stood out as containing five key concepts that are imperative to eLearning Design and Development.  ADDIE is an acronym for analysis, design, development, implementation, and evaluation. In the ADDIE model, each of these steps produces a result that leads into the next step.

Analysis - This is where it is determine what subject matter is going to be addressed, who the audience will be, what are the qualifications of the instructor, and in what form the instruction will be presented. Here it is also established the necessary timeline needed to complete the project.

Design – This is where the project’s instructional, visual and technical design is discussed and planned. Strategies addressing the domains of learning (cognitive, affective, and psychomotor) are determined. If the presentation requires, storyboards are creating and media for student and instructor interface is determined. The results of this step is a sample or prototype of the project with examples of the graphic design required.

Development – This phase is where IT professionals produce and gather the resources created in the design phase. Programmer create or assimilate the required technologies to produce the outcomes required in the prototype. The development state, while still easily accessible by the programmer, the project is tested, reviewed, revised, and reviewed.  A beta test, where end users may be given access to the product to use and return feedback. Only until all items of concern art address can the project move on to the next step.  

Implementation – This is the stage when we take action and introduce the project to our users. Facilitators and learners are introduced through formalized training. Curriculum, learning outcomes, method of delivery, and testing procedures are included in the instructor’s training. Once registered for class, learner are training includes hardware and software. The project manager confirms that texts, software, and apparatus are available and can be accessed by all required. Insurance that the Web site or learning application is functional.

Evaluation – the ADDIE model requires the developer to evaluate the project within each stage. We were able to correct and revise the project as needed. Once the project is implemented user feedback becomes a continuing evaluation of the project.  

2. Speculate on the future of eLearning and what your role in that future might be.

One would think that eLearning will grow in direct proportion as the technologies available grows.   However, compared to other industries this has not been the case so far. If we compare the use of technology in the other industries, such as entertainment, higher education adaptation to the use of technology is underdeveloped.  The advancement of eLearning has been arrested by the resistance of the educational institutions to find what technologies could to for them.  

In the past educators focused on the technology and not enough on examining the shortages, restrictions, and frustrations with the prevailing instructive practices common in higher education. Colleges and universities asked what technology can do for us, rather than what are the educational needs of our students (Garrison, 2011, p. 124).   

As eLearning has gained in popularity, more institutions are jumping on the craze to add online classes to their catalog. For the most part these courses are the same course taught in the classroom with the utilization of email and websites for communication. More and more educational professionals, such as William Horton, are advocating designing eLearning course and projects from the ground up. This requires more digitally fluent educational administrators. Designers must insist on fundamental instructional design and acceptance of technologies such as social media, mobile, and games as valid eLearning forms. It also requires redefining leaning as adding to people’s capabilities rather than ramming information into their heads (Horton, 2012, p. 585).  

With this type evolution eLearning may replace the four-wall classroom altogether. Just as the automobile replaced the horse and buggy, there may be a time in the future where the on ground college campus will be a thing of the past.

I see my role as an educational administrator to assist colleges in moving from the flash and wide-eyed enthusiasm of eLearning technology to the more meaningful and satisfying education experience. I also see myself evolving as eLearning evolves.

3. Revise the eLearning development template/instructional design process you developed earlier for yourself. Be sure to:

a) List all of the roles of people who will be involved in the typical development.

In the development of an instructional project committee is usually form. It may be formed for one project or may be working on several projects at the same time. The typical committee would need the following members.

• School administer – Supplies learning institutions goals and learning outcome. Supplies the requirements for student documentation, tracking, reporting. Supplies information for ADA requirements. Sets final deadline and budgeted cost requirements.
• Subject matter expert - Supplies educational content based on learning outcomes
• Instructor (could also be subject matter expert) – Supplies skills and knowledge needed for instructor and students. Supplies lesson plan requirements and student evaluation for each learning objective. Performs testing of project once developed.
• Information technology expert – Supplies, availability, and costs of various media and digital environment. Directs development of instructional project in chosen media.
• Media programmer – Develops instructional project within chosen media.  

b) Identify your role.

My role as the industrial designer is to communicate with each member either individually or as a group. In insure that the timeline of the project is being met. I insure that the administration, documentation, tracking, reporting and delivery of the course operates properly within the learning management system (LMS). I insure that all text, supplies, and resource materials are available.

c) Explain the type of courses or other eLearning development the template is for (higher education course, corporate training etc.)

My initial goal was to complete a template that would manage the steps in designing an online business course. I found that this template could be used for various types of courses for higher education, corporate training and vocational education.

d) Provide a clear label for all included elements.

Labels are included in the template below.

e) Provide a clear description of each included element.

Description of elements are included in the template below

f) Provide a narrative explaining how the template would be used.
This template is used by an instructional project committee to develop a timeline to meet various elements of the eLearning project. Depending on this timeline a schedule of periodic meeting are established, either online or face to face, to discuss various deadline dates and progress. The template is updated and distributed to the committee members.   
 

eLearning Instructional Design Template 

 

References

Garrison, D. R. (2011). E-learning in the 21st century: a framework for research and practice - 2nd ed. New York: Routledge.

Horton, W. (2012). E-leaning by design, 2nd ed. San Francisco: Pfeiffer.

Session 9

Session 9: Other Online Learning Environments

 

1. Define the terms "Game" and "Simulation" as they relate to eLearning.

According to our text, a game is a simulation containing a personally challenging task. Although “games” usually involved scoring and “simulations” involve alternative strategies to see what happens, in most circles the terms are interchangeable (Horton, 2012, p. 325).

2. What are the key characteristics of a Simulation?

Simulations attempt to emulate a real-world as much as possible. In a simulation a learner operates in a virtual environment and is involved and make decision and acts on these decisions. The results is that the learner receives real-world and accurate feedback.

3. What are some of the strengths or advantages of Games and Simulations in eLearning?

The major strength of eLearning Games and Simulations is that they provide learners with a safe environment to make decisions without consequence on the real world. They allow learners to practice what-if scenarios and view the outcomes of their decisions without fear of making the wrong choice.  Simulations also give the learner a degree of what they may expect in the real world.

4. What are some of the weaknesses or disadvantages of Games and Simulations in eLearning?

The major weakness of eLearning Games and Simulations is that they can never emulate all that can happen in the real world. A learning environment can be designed with learning objectives but if learners rely on these example as be all encompassing the consequence is an unrealistic view of all scenarios in the real world.

5. Pick a topic and describe a game or a simulation that would be an effective learning activity.

I would design a game similar to the following:

My first introduction of using games in a classroom was when I was teaching the principles of accounting prior to the availability of an online learning environment.  I found that beginning accounting students were having difficulties analyzing transactions and recording these transactions into a general journal (journalizing).  I decided to relieve the stress students were have by introducing a game into the classroom. Students were separated into groups of four and given blank journal entry forms. Each group was also given a complete Monopoly© board game and instructed to play the game as they normally would but in addition record each transaction in journal entry form. With the receipt and disbursement of Monopoly© money students were able to visualize and classify each transaction as an investment, a purchase, an expense, or a receipt of income. Not only could they see how a transaction effected their records they could see how it recorded in a player’s records on the other side of the same transaction. This introduction to an essential concept in accounting using a game atmosphere, simulated as close as possible to a real-world experience and help students analyze transaction of greater complexity later in the course. A detailed description of this game is available at: http://blog.cengage.com/wp-content/uploads/2014/06/FALL-2011.Allen_.Low_.Playing-the-Double-Entry-Monopoly-Game.pdf

6. Describe the development process you would use to create the game or simulation described above.

In a paper published in the US-China Education Review, entitled “Development of Active Learning With Simulations and Games”, Zapalska, Brozik and Rudd presented a multi-step process of how to develop games and simulations in the areas of business, finance and economics. I adapted this process to create my simulation above (Zapalska, Brozik, & Rudd, 2012).

• Define the Goal of the Exercise - The purpose of the game or simulation must be explicit. The purpose in my simulation would be to learn to analysis and properly journalize business transactions.
• Identify Available Resources - Determine if this simulation will be able to access only in a specific location such as a classroom or will it be in an online environment. Since this simulation would be a lesson plan within online accounting course I would choose that learner can access this simulation online in an environment that require other player to be online at the same time.
• Define the Use of Rewards, Randomness and Stress – Rewards can create competition between participants while the lack of a reward can create cooperative behavior within a group. With this type of simulation rewards should be based on the level of accomplishment.
• Determine if the Game Will Be Winnable - Within this game each student is a winner by completing the simulation. However, in Monopoly© the winning is gauge by accumulation of wealth.  Identifying a winner at the end of the game increases the desire to complete the simulation.
• Determine if There Will Be Individual Players or Teams - The use of teams in a game enhances student to student interaction. Having at three to a maximum of five members decreases the communication difficulties between team members.
• Create the Environment - The abstract context is the “story” into which learners are introduced. If the objectives of the simulation is to illustrate analyzing and recording of business transactions the environment must become a startup business. By presenting different business transaction which require the correct analysis and journalizing the learning objectives of the simulation can be realized more rapidly and competently.
• Create the Roles for the Players - The learner must be aware of what is to be accomplished and the limit of the settings. What actions need to be taken and what are the results of the wrong action.
• Create Transactions and Rules - Just with any game rules have to be established. Rules must be inscribed at this step. Example of such rules would be which player goes first, what constitute a completed turn, and what the sequence in player turns.
• Create an Evaluation Method - The evaluation method is evidence that the learning objectives have been accomplished. Has the student or learner correctly analyzed and journalized each transaction presented in the simulation. 
• Play the Prototype - The best way to find out that the simulation works is to play the simulation. This preview allow the developer to determine if the simulation accomplished the plan goals and discover how the simulation performs.
• Modify the Prototype - The paying of the prototype will likely reveal some characteristic of the game that the developer had not intended. At the point the prototype is modified in reaction to these characteristics.
• Replay and Redesign – Each time a simulation is played learners discover something that could work better, or not at all. Developed have to be aware of the fact games and simulations are constantly reviewed and updated.  

References

Horton, W. (2012). E-leaning by design, 2nd ed. San Francisco: Pfeiffer.

Zapalska, A., Brozik, D., & Rudd, D. (2012). Development of active learning with simulations and games. US-China Education Review, 164-169. Retreived fro ERIC on 06/05/15 - ED532179

 

Session 8

Session 8 Development - Testing

 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.

Level One:

The first level is testing the reliability of the media as the media is being created. This is usually completed by the media developer or development group. The testing is done in a lab or controlled environment where problems are corrected as various steps of the project development.

Level Two:

The second level of testing the reliability of the media is more intense. This is done just prior to the release of the media, not in a lab environment but in an environment that is close to what the consumer will be using.  The reason that this testing needs to more extreme is that once the media is released it may reside in an environment or server that is not easily accessed by the developer to make corrections. It is also important that the media presented to the consumer be as perfect as it can be to not erode the consumer confidence in the use of the media due to multiple problems or glitches.    

 

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

Signed into law signed into law on July 26, 1990, the Americans with Disabilities Act (ADA) protects the civil rights of persons with disability. For education this means that: “Under Title II of the Americans with Disabilities Act, schools must, without charge, ensure that communication with students with disabilities is as effective as communication with students without disabilities, giving primary consideration to students and parents in determining which auxiliary aids and services are necessary to provide such effective communication” http://www.ada.gov/doe_doj_eff_comm/doe_doj_eff_comm_fact_sht.htm.

Apply this criteria to the design and development of eLearning materials requires that these materials must alternative made available in forms that can be used seamlessly by persons with disabilities. For example for persons who are visually impaired material in the form of text must be made available in recorded voice.   According to Dr. Newberry’s Session 8 presentation typical disabilities and their accommodations include:

Typical disabilities	Accommodations
Color Blindness	·        High Contrast ·        Avoid Red-Green-Blue Combinations ·        Don't Use Color to Convey Meaning ·        Make Use of a User Changeable Font ·        Text Version
Low Vision – No Vision	·        High Contrast ·        Make Use of a User Changeable Font ·        Navigation Requirements ·        Configurability – Screen Reader Compatibility ·        Text Version
Seizure	·        Avoid Strobes ·        Flickering Images ·        Fast Animations ·        High Contrast Close Lines (optical illusions)
Auditory	·        Alternatives to Audio ·        Text Version ·        Captioning Videos and Slide Shows with Audio (Multimedia)
Motor	·        Navigability Issues ·        Keyboard Control Instead of Mouse ·        Internal Navigation to Skip Through Long Sections ·        User Configurability

 

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.

California State University San Bernardino’s (CSUSB) ADA Procedures and Guideline can be found on the Policies and Procedures website at:  http://policies.csusb.edu/ada_procedures_and_guidelines.htm.

These policies and procedures are reviewed by the Campus Accessibility Advisory Board to the Office of Services to Students with Disabilities. This committee meets to insure the interest and concerns of the student population and to insure the campus’ compliance for federal, state, and local laws.

The review process consists of the following approach:

1.       Identification of the interest, problem or concern.

2.       An analysis of the factors involved, including cost and funding sources.

3.       A review of the alternatives possible, including cost.

4.       A response to the originator of the item.

5.       Implementation of the solution.

6.       Closure of the process.

One strength is that the management group meets quarterly basis to review the campus’ ADA program.  

 

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.

Instructional Design Process
* As presented in the text	My instructional design process
Identify your underlying goal	1.       Review the learning institution and your goals for learning outcomes.
Analyze learners' needs and abilities (Add an analysis of content and instructor needs/abilities/preferences.)	2.       Determine  what technological skills students and the instructor need to be successful in this class
Identify what to teach	3.       Identify scope of content subject matter. Make sure it not too great a burden for instructor and student to accomplish online.
Set learning objectives	4.       Based on the content scope of content determine what objective need to be accomplished.
Identify prerequisites	5.       Review skill and knowledge needed to determine course prerequisites or preliminary testing.
Pick the approach to meet each objective	6.       Pick the approach to meet each objective
Decide the teaching sequence of your objectives	7.       Decide the teaching sequence of your objectives
Create objects to accomplish objectives	8.       Create objects to accomplish objectives
Create tests (Add other methods to determine whether or not objectives are met as appropriate.)	9.       Create tests (Add other methods to determine whether or not objectives are met as appropriate.)
Select learning activities	10.   Select learning activities
Choose Media (Add a discussion of activity structures and interactions.)	11.   Create objects and/or materials to comply with institution’s ADA policies and procedures and federal, state and local laws.
	12.   Choose Media (Add a discussion of activity structures and interactions.)
	13.   Create objects, materials, and applications insuring that they run within in a media lab environment.
	14.   Test to insure that objects, materials, and applications in an environment close to as possible as the consumer will be using.