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.