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