Final Project

Final Project

Session 10: Deliver

Examination of topics related to the delivery of online learning resources.

Reflections on delivery of online learning resources: experiences & expectations.

Delivery is vital to good instructional design to ensure that the course meets student needs.

Effective instructional delivery can ensure the learning needs and success of students through engaging presentation of content and encouraging interaction. Planning on best delivery system focuses on the most effective way to present content and begins with the student and the student experience.

Planning on best delivery system can ensure course quality: Best Practices

Best Practices

Best Practice is defined by what works best for delivery of the design, because newer technology is always going to be available. Sometimes newest is not best.

Horton in his book “E-Learning by Design” makes a clear distinction between design and development, design is decision and development is doing. Start with good design – good design is independent of technologies.

In the early days of my teaching, my Best Practice consisted of: a laptop computer, LCD projector and  a color coded set of flash drives. In today’s classroom, Best Practice is not necessarily hardware, but the skillful use of Web tools 2.0 and 3.0. These “tools” are essentially application software and critical real time information systems. This fact must be considered when planning for a delivery system – web pages must be uncluttered and functional on MMS appliances or smart phones. So the delivery system must consider the Best Practices the instructor has available and the delivery must match the content.

Planning on best delivery system can ensure course quality: Barriers to Technology Use

Barriers to Technology Use

The delivery system must consider the instructors barriers to technology use. Many schools ban You Tube, social networking sites and sights that have content that will trigger blocking. The internet can be a bad place for our children, and we have to do all we can to insulate them from cyber harm, especially in the classroom. So I understand why certain websites are blocked and there are strict controls in place. So the delivery system must consider the Barriers to Technology Use the instructor might encounter

Planning on best delivery system can ensure course quality: Diffusion of Innovation

Instructor work-flow and process with effective and efficient use of technology

Diffusion of Innovation

Technology integration in US classrooms can be expressed in a hierarchy. In most classrooms there is some type of technology in use. There are many teachers that choose not to use the available technology tools in the classroom and there are some who don’t have the skills.

Example:

A certain school district got a huge grant to provide: laptops, LCD projectors, portable zip drives, E chalk accounts etc. Some teachers tried their best, and others just said “…forget it…” they stuck to their ways that worked for them for many years –“…just because it’s new do I have to use it?”- “…what? Now all of a sudden after 30 years I’m a bad teacher, because I don’t like computers?”

And of course there are the teachers that are all fired up for the new technology, embrace it, and move right to the top of the hierarchy. This is where important consideration must be given towards matching instructor preferences for interactions and the activities designed for the class.

This is a long post – take a break get some popcorn- watch the movie!

Soaring Video

Final thoughts: Instructor work-flow

The difference between a teacher and an e-teacher is an understanding of the technical elearning resources and the skills to use them effectively. Delivery is the final interface between designer and audience. I would compare this to the monitor in a computer system the monitor is what you see. If you have a good system and a bad monitor; the whole system looks bad. The delivery system in Instructional Design is not only what you see but how you the instructor and students interact with the product if a great design has a bad delivery system the whole project  is bad. CMS delivery systems are easy and user friendly, I prefer the creativity and control of managing my own delivery system with leased space on a web server – ultimately I want to set up my own server to establish a closed secure system. Delivery also has to do with student/teacher interaction. Teachers use classroom management skills, e-teachers use leadership skills in their approach to delivery.

Management vs. Leadership

This is my reflection on Management vs. Leadership with respect to Delivering Online Learning Resources

I will compare and contrast:

Management technique using negative reinforcement with vs. Leadership using positive reinforcement

The comparison of the two is simple, the desire to get people to do what is necessary to accomplish a desired result/outcome.

The first example is an online class where the instructor admits that the class is a direct adoption from the F2F class; this instructor is not trained in the methods of ISD.

Management technique using negative reinforcement

“If you are hoping to take this class because you believe it will be “easy,” please reconsider your decision. I grade fairly, but expect you to put the time in, like any other academic course. This class has been fully adapted from my traditional classroom courses and I expect you to learn more about (blanked out) during this online experience…”

“…Finally, our one and only mandatory class meeting will be on Thursday, Jan. 15th from 12:00 to approx. 1:30. This meeting will be about an hour and 30 minutes in length. Please be sure to show up on time to avoid any confusion or the possibility of being dropped! The only students who can be excused from this meeting are those who can prove that they have successfully completed an online Blackboard ONLY course at CSUSB in the past year.

“…Should you fall under this category, email me so I can make a note of your excused absence*. Please tell me the class you took, when you took it, who the instructor was and the grade that you earned. Also, if you want to be considered for excusal, please contact me no later than Tuesday, Jan. 13th by midnight.  If I do not hear from you on or before the 13th at midnight, I will drop you from the class…”

(*Keep in mind, even if you are excused from the mandatory meeting, it is still recommended that you attend to get useful information about the class.)

“…Once you’re done taking the quiz, save it once and send it along to me.  Also, remember to ignore the time BB allows for the quiz and set your own timer.  For this quiz, you’ll have 8 minutes only, not the 10 minutes BB lists.  BB can only time in 10 minute increments and that is too much time for this quiz.  Honestly, I don’t try to make this difficult.  I used to allow students the full 10 minutes and about half the class cheated.  Sorry!”

“IF YOU FAIL TO SEND AND SAVE CORRECTLY, YOU WILL RECEIVE A FULL GRADE REDUCTION ON EACH ASSIGNMENT SUBMITTED INCORRECTLY.  YOU WILL BE ASSESSED A FULL GRADE REDUCTION FOR EACH DAY THAT YOUR ASSIGNMENT IS LATE DUE TO SAVING INCORRECTLY.”

“Please e-mail me if you have any additional questions or if you need help.”

Leadership technique using positive reinforcement

These instructors are trained in the methods of ISD.

ETEC 546

“Welcome to the online section of ETEC 546, Computer-Based Technology in Education. The course is designed to meet the level II SB 2042 technology requirement for teachers seeking a professional credential. As a student, you will complete problems and projects related to learning how to integrate technology into the curriculum. The course is delivered through the university’s online course site “Blackboard” using online tests, videos and audio clips, the discussion board, and the digital drop box for turning in assignments. The course information will be available for use…”

ETEC 544

Course Goals/Objectives

Course Goals/Objectives

“ETEC 544 is a participatory class in which students will develop and/or enhance their ability to:

• Identify different approaches to instructional design.
• Define and compare and contrast different approaches to instructional design.
• Apply one or more approaches to instructional design.
• Develop a personal approach to instructional design.
• Work successfully on a multidisciplinary instructional design team.
• Develop educational products using an instructional design process.
• Discuss issues and concepts relating to instructional design and development.

Course Requirements

“Students are expected to attend all class sessions and be active participants. Instructional design and development is quite frequently a group endeavor and accordingly students in ETEC 544 will be expected to work in a number of group settings. Grading in this course includes a variety of assigned chapter readings, analysis planning, a focus group activity, a survey development activity, design activities and a development activity. “

The difference in approaches has everything to do with training.

 

Session 9: Projects

Planning and production of an online class in as close to the actual delivery environment as possible.

McKinley Johnson  ETEC 541 Final Project – Fall 2010  A brief discussion of my project My final project for ETEC 541 Fall 2010 has only three of the 25 – 30 modules planned for my long range project. Each module will be a topic on Glider Pilot Proficiency The types of students for my design are people of all ages with a wide variety of backgrounds. These students, who want to become glider pilots, will be highly motivated to succeed. Directions for students Students need to go to the Website to register for the class. After registering for the class the students need to complete the assignments and score 100% on the tests. Each module will have a similar format: vocabulary, lecture and video, an activity and an evaluation/test. The student’s completed assignments will have to be scanned and sent to instructor via email.  Students will have to have access to the technology needed to complete assignments.When this is completed the student has to arrange for a hands on session with the aircraft. Discussion of material development I am compiling all of my own video and stills using a compact HD DVR capable of still shots. I am using MS live movie maker for editing and MS DVD burner to make the instructional videos. For this design a CMS or LMS will not be required. I am developing my class as a set of stand-alone resources on a web server. As much as possible I have created my own materials rather than use materials created by someone else. As a member of a development team I am working with glider pilots (instructors) with over 30 years of experience – they know exactly what they need to teach glider pilot proficiency. I am taking their ideas and translating them into an efficient instructional system using the systematic Instructional Design process. My instructors will have to have clear and concise tools to work with. This has influenced my approach to development of the course materials and delivery. I will use Adobe Dreamweaver to give all pages a uniform look, functionality and ease of updates. DW (Dreamweaver) Elements (CSS) Cascading Style Sheets Using DW I have: Created an html page using CSS and converted this sheet to a template. Embedded an external CSS to create a CSS page and then attached an external style sheet to the html page (mystyles.css). Created 3 child pages from the template: introduction.html, manual.html, and assignments.html. Used CSS rule definition for body window: Georgia, Times New Roman Navigation to all the pages from within each page. 1. Used DW tools to make seamless links via navigation bar: tier 1 Home page – tier 2: Introduction page, Manual page, and Assignment page 2. Used DW to insert place holders – updated pages using template 3. Spry Assets – Added tabs for in-page navigation to all pages Images Used Adobe Bridge Cs4 to communicate with photo editor – in this case I used Microsoft Paint as an editor to compose my images. Microsoft Paint is simple and bare bones – I just needed to re-size, and convert the clip art images to GIF, or JPG. Adobe Bridge Cs4 allowed easy WYSIWYG drag and drop of actual graphic into place holder User interactivity Layout allows for easy navigation and information retrieval Established links to assignments pages and additional websites for assignment completion Added email link to introduction page User registration page added to home page Used DW to put to URL The material once produced can be used repeatedly that would justify time/energy/expense in the development of the materials. This is the link for final project Project

Session 8: Development – Testing

Examination of some methods and the importance of testing online learning resources.

Glider Pilot Ground Operations

This is a course with a high stakes test in the end. To ensure course quality and safety, the Instructional Design has to encourage testing of the materials as a key to quality.

I am working with glider pilots with over 30 years of experience – they know exactly what they need to teach glider pilot proficiency. I am taking their ideas and translating them into an efficient instructional system using the systematic Instructional Design process. Normally in our rapid design process we would not use focus groups or SMEs, but they work in this design process.

I will use subject-matter experts to provide initial testing while the instructional package is being developed at the point of media creation. They will ensure that the media produced is complete and of an acceptable quality: video, stills and text.

The instructional package can be tested individually with four or five representative learners (SMEs) making on-the-spot revisions during the testing session. The SMEs review the materials as they will be situated when the consumer of those materials uses them. This testing on the fly should result in immediate improvements and efficiency in the design.

Because this instructional design is targeted to a relatively small specialized group of students, control groups, batteries of pretests and post tests, and sophisticated statistical analysis, would not work well for testing

Funding is not a factor in this design.

Usability and performance are critical for user adoption, testing ensures that these criteria are met. As a designer I will consider the usability of menus in different browsers, and within Web 3.0.

Web 3.0 tools

Multimedia Messaging Service (MMS) testing is critical to the successful implementation of this course design. The course is to be mobile and convenient at home or in an air field environment. Smart phone technology has been used for a growing number of social and mobile, data-centric applications.  In the past 10 years alone, the phone’s Short Message Service (SMS) text messaging capability has advanced exponentially.

Today, Multimedia Messaging Service (MMS) has further expanded the range of online learning with its ability to add pictures, music, images, graphics, to the original SMS text messaging capability.

As a test for evaluation and revision, I will use a Likert-scale type survey to determine respondents’ attitudes or feelings about the course.

Example

How important do you think the videos were to the instruction? (select one):

Not very important 1   2   3   4   5   extremely important

Some questions will require respondents to rank order their responses.

Example

Please rank the importance of the following components of the online course. (Please fill in your rank order in the spaces provided using the numbers 1 through 5)

__The videos
__The PW-6U glider manual
__The diagrams
__Text instructions
__Email access to instructor

Design testing for my project in summary:

• Testing is ongoing while the instructional package is being developed.
• Testing is done individually with four or five representative learners.
• Testing is done for compatibility with different browsers and MMS.
• Test for evaluation and revision using survey.

Thanks for visiting – looking forward to comments or suggestions!

McKinley

Session 7: Development, Media Choices and Considerations

Examining media choices related to the development of online learning resources

My past experiences with that technology: strengths, weaknesses, media richness and social presence:

1. Streaming Media

My first experience with streaming was when I graduated from CSUSB. I had friends up in the East bay that could not come to the ceremony so they watched the streaming video on the CSUSB website. We also use streaming video for the Jason Project and Immersion Presents out at CSU Palm Desert. We would digitally record the kid’s questions to the scientists and then relay them via streaming live to the scientist. Streaming is media rich, you can start watching it before it is fully downloaded, but the equipment is expensive.

2. Podcast

My first experience with this technology was with the ETEC program here at CSUSB. The pod casts are nice because they can be downloaded, replayed and even loaded onto your iPod or mp3 player. The main strength is mobility. The weakness is that it is low on the rich media scale because there is not much interaction with the instructor or classmates. It is basically direct instruction by lecture.

3. Forums/Bulletin Boards

Once again my first experience with this technology was with the ETEC program here at CSUSB. The strengths are: the discussion forum allows us to post comments, links or images to provide a good flow of information; the weakness is the best writers are most successful in getting their point across – all feelings, ideas and important issues, have to be filtered through typing/writing abilities.

4. Threaded Discussion

My first experience with this technology was with a listserve, this was a communication class at CSUSB. Wow! It was great I liked seeing my words on the computer screen and people responding to them. This was my first experience with Social Presence. This class dealt with many controversial issues including; race, gender, life, birth, death and infinity. A person’s identity became clear (and public) as to what their biases were! The strengths were that you could safely voice your opinions (this class invoked some slight confrontation) and get almost immediate response. The weakness was that as well as being low on the media richness scale; you had to see the person in class later that you insulted online!

5. Skype

Skype is voice over internet protocol. To understand the benefits of this technology I had to ask my 17 year old daughter (2years ago). She says that it is the best technology for international instant messaging. She has lots of friends in Japan. My first experience with Skype was in ETEC 674 class, now I am a regular user- mostly for class work and professor office hours. I find the strengths to be high on media richness and social presence, but it has limitations on the amount of people that can be conferencing at one time.

6. Chat/Instant Messaging

I don’t use it at all except when I play online video games, I still have to find a reason for the sense of urgency in distance learning.

I remember my first experience with distance learning technology was in Tech School. This was a broadcast electronics course for radio and television leading to a first class FCC license. The instructor mainly administered tests and answered questions. The course was self paced with videos bought from the USAF. The Air force made the videos to assist training their communications technicians. The tapes were in black and white the lecturer was in full uniform all the diagrams were on a black board. It was very easy to pause, rewind or fast forward to control the information; however, the tapes had to be used in class. The technology was not at all media rich but adequate for the task.

I took my first telecourse at San Bernardino Valley College. The courses were broadcast on KVCR TV and students had to go on campus every few weeks, on the week end, to take a test and participate in a lecture discussion. The real technical savvy students had a VCR, and more important knew how to program it! I liked this technology because I could study at home in my own convenient time. I found the strength to be high on media richness. the delivery was in the form of informational videos with no social presence.

New Media, Sharing Media: Picasa and YouTube.

For my current project I am compiling all of my own video and stills using a compact HD DVR capable of still shots. I used Windows Live Movie Maker for editing the instructional videos.

I used 2 Web 2.0 tools, Google’s Picasa to organize and share photos with the SMEs, and I have transferred my product to You Tube where they will be accessed by students.

*Picasa is to Google what Flickr is to Yahoo!

ED Tech conference

I attended the ED Tech conference here at CSUSB – you couldn’t find a more energetic, excited and diverse bunch of people with such a passion for using technology in teaching!

Technology for teaching and eLearning has come a long way in the last 15 years – breathing new energy into the world of educators. In the late 90s we were basically in the Web 1.0 phase, we’ve since introduced Web 2.0, and now there is in the making Web 3.0 “The Semantic Web”! These phases represent how we use the web at home, work or in education.

Web 1.0 was the content Web. (Read only)Generally, information and links to more information.

Web 2.0 has generally been regarded as the social Web. (Read/write) This is the internet of user interaction and contribution, as well as communication. It is best known for its social nature.

Web 3.0:Is the location-aware and moment-relevant Internet.

Content relevance in Web 3.0 is heightened by location and time. Intimate connections are made between the real world and the Web, often with the use of handheld data-enabled phones like iPhone and other devices.

A few things that showcase the relevancy of this definition:

• Twitter messaging that allows news of global happenings to be transmitted and distributed within minutes.
• GPS triggered driving directions.
• Hand-held 3G Devices provide fast access to Internet almost instantly.

Reference

Second Life

I haven’t experienced Second Life , but have played mass multi-player online role playing games (MMORPG). With MMORPG , players can focus on a game that  matches their interests. Websites bring together players that enjoy the same kind of role playing games and create a more involved scenario. Games can last for months, and the involvement of players becomes more intense as the game advances. These games can also involve hundreds of players based around the world. These games allow players to interact with each other, keep track of score, and continue adventures over a long period. Players can also meet new friends and find people with like interests. I imagine this type of interaction could be used as an engaging educational tool.

Scenario using Web tools 2.0 & 3.0 with effective implementation of technology.

Geology

Locate an earthquake’s epicenter

This would be an effective implementation of technology within on line learning because locating an earthquake’s epicenter in real time requires a coordinating effort that spans many miles. And more important this information could give advance warning of a tsunami.

A tsunami occurs when an earthquake’s epicenter is in a large body of water. To complete this task my student teams will be located at stations in different locations with simple seismographs (that we build ourselves).We will use a simple triangulation method to determine the surface point origin of the quake.

http://cse.ssl.berkeley.edu/lessons/indiv/davis/hs/Seismograph.html

Very simply, the quake sends out two waves, the S wave and the P wave. The difference in time between these two waves translates to a distance from the epicenter. These waves are represented as seismograms from our home made seismographs. We use this distance to be the radius of a circle drawn around our location. From the different locations (miles apart) where the circles intersect is the epicenter of the earthquake! – check out the link below, makes it all clear!-The more stations involved will give a more accurate location. This project would be on going since quakes are unpredictable at this time; however, in California we can be sure to have a few to test the project.

3G (third generation) cell phone technology is making synchronous and interactive distance education easy and affordable. This technology is offering communication and access to information where land lines sometimes cannot go. Since this project would be on going. I would like one of my stations to be set up in a remote area (campsite) where students could use cell phones/smart phones to report to the greatest seismological question, “Did you feel it?” Cell phones and cell sites are everywhere cheap and easy to use.

http://pasadena.wr.usgs.gov/shake/ca/

Technology for distance learning is becoming more mobile, smaller and lighter if we want to spend more money. If we wanted to involve more high- tech we could use wireless computing, GIS (geographic information systems) and GPS (global positioning systems). With systems like Google Earth the locations of study can be studied in real time. While the teams are waiting for a quake to happen study can be done on fault systems in the area. My project is all about geology, this project would work in the background of a full scale earth science class. With MoGeo (mobile computing in geographic education) the classroom, library and internet can be taken to the field so that as we wait at our different stations class goes on!

http://www.geo.mtu.edu/UPSeis/locating.html

Cell phone technology is a proven technology it has been around the USA for at least 25 years and it works. It is readily available and cheap. The weakness of cell phone technology is that geology is a very visual science. The cell phone video quality still is not adequate to really represent the beauty of Earth and its processes. Mobile computing combined with GPS, GIS and MoGeo is high on media richness but very expensive. This technology calls for special training (teachers and students) and lots of dedication.

At this point we can’t predict an earthquake with pinpoint accuracy; however, a tsunami moves at a given speed to a certain distance, this gives a time of arrival. My students on their cell phones, and doing their triangulations could give an alert (Twitter) of a tsunami that’s on its way!  I would have my class work in teams to build WIKIs that would lead a virtual tour of this planet’s earthquake zones. The students would have to answer the question “What is a tsunami? I would make available a list of all the possibilities for the WIKI including: You Tube, free WIKI sites, Twitter, Library resources (I would require that at least one WIKI page be  a brick and mortar Library resource). And finally each team would have to make a five minute video presentation: DVR, pod cast, quick time, or other as long as its video. This lesson plan is an example of project based instruction. In completing this project, the students will have to use math, geometry and some mapping skills.

http://www.movingbeyondthepage.com/strategyProject.asp

Session 6: Development Process Overview

Preparation

I am working with glider pilots with over 30 years of experience to ensure that enough is known about the content, students and instructor to make good choices about the development.

These subject matter experts with many years of experience, and a genuine passion for the sport, know exactly what they need to teach glider pilot proficiency. I am taking their ideas and translating them into an efficient instructional system using the systematic Instructional Design process. Normally in our rapid design process we would not use focus groups or SMEs, but they work in the analyze phase of this design process.

Production

I am compiling all of my own video and stills using a compact HD DVR capable of still shots. I used Windows Live Movie Maker for editing the instructional videos.

I used Google’s Picasa to organize and share photos with the SMEs

Delivery

I have transferred my product to locations where they will be accessed by students. The links are tested in the proper delivery environment to have optimal functionality.

You Tube

PW6U Glider Video

Web Server

PW6U Glider Manual

PW6U Assembly

StatCrunch

PW6U Questions

Directions for students

Students need to go to the Website to register for the class. After registering for the class the students need to complete the assignments and score 100% on the tests. Each module will have a similar format: vocabulary, lecture and video, an activity and an evaluation/test. The student’s completed assignments will have to be scanned and sent to instructor via email.  Students will have to have access to the technology needed to complete assignments.When this is completed the student has to arrange for a hands on session with the aircraft.

Website

You are encouraged to take advantage of instructor office hours for help with coursework or anything else connected with the course and your progress. After you have completed all the assignments and tests, you will need to arrange for the hands on component of the course. The hands on will give you a chance to actually work with the PW-6U glider aircraft.

There is more about learning to fly a glider than just driving the aircraft. You will need to learn about aerodynamics, weather, federal aviation flight rules, and flight safety. You will also have to learn about soaring to high altitudes, and long distances in cross country flights. This course is the first step and should give you a solid foundation to becoming a proficient glider pilot.

Course Description

This online class is an introduction to the study of soaring.

By the end of the course, students should be able to:

1. Safely unload and assemble a PW-6U glider aircraft.

2. Safely dis-assemble and load a PW-6U glider aircraft.

3. Accomplish systematic pre-flight inspection of the glider aircraft.

COURSE OVERVIEW

This course involves a careful examination of the glider aircraft and the principles in glider flight. Emphases are on ground operations, loading/unloading and assembly/disassembly of the PW-6U glider aircraft. It is an exploratory course for those interested in becoming glider pilots. This is a course that provides students with a general feel for the sport of soaring.

ORGANIZATION

This is a Self paced course

COURSE OBJECTIVES

1. To introduce students to a PW-6U glider aircraft

2. To introduce students to the assembly of the PW-6U glider aircraft

3. To introduce students to the dis-assembly of the PW-6U glider aircraft.

4. To orient students to loading and unloading a PW-6U glider aircraft.

5. To Accomplish systematic pre-flight inspection of the glider aircraft

COURSE TOPICS

The course will cover the following topics:

1. PW-6U Orientation/Introduction to Soaring

2. PW-6U assembly/dis-assembly

3. PW-6U loading/unloading

4. PW-6U pre-flight inspection

TEXT AND REQUIRED READINGS PROVIDED

1. PW-6U Glider Aircraft Manual

2. Glider Pilot Manual

GRADING PLAN

All tests must have a score of 100%.

Skills tests are Go/No Go

Session 5: Individual Project

A linear Approach to Designing an Online Class

“…We have considered factors related to content, student characteristics and instructor characteristics, and how each of these has an impact on design. We have discussed the three main kinds of interactions that must be planned, student-content, student-instructor and student-student. We have also examined the topic of instructional design for online learning, design, both at the course and the lesson level…”

Dr. Brian Newberry

Course Content Characteristics

My goal is to design and develop instructional videos capable of online delivery. I want to design an instructional system that includes training videos on…assembly and dis-assembly of one of the gliders (for this class) the PW-6U; later I want to expand the project to include, pre-flight inspection, ground handling, and launching procedures. The material once produced can be used repeatedly that would justify time/energy/expense in the development of the materials.

The types of students for my design are people of all ages with a wide variety of backgrounds. These students, who want to become glider pilots, will be highly motivated to succeed.

The usual and customary methods of teaching this content is for a potential glider pilot to attend a certified course where they would acquire all the study materials in textbook form and then do the required hands on time with the aircraft. My primary design will not necessarily be for the classroom it will be mainly for pilots to use in the field or in the hangars.

The most salient characteristic of the content that I believe will impact my design is the nature of glider aircraft flight:

Being able to repeatedly climb using rising air and then to glide before finding the next source of lift. When done in gliders (sailplanes), the sport is known as soaring (like a bird).

This sport is purely recreational, and this is a course with a high stakes test in the end.

The design choices I think the content characteristics lead me to:

• Video presentations (media rich)
• readings
• diagrams
• F2F hands on

Instructor Characteristics
In my class design, the content is what is most important. It will not be necessary to shape the course to individual instructor needs. Stand-alone materials could be used by any instructor.

My course will be designed to establish a logical progression of topics and then develop a procedure or set of procedures, along with models or patterns for the students to follow. My class will teach a skill set related to becoming a glider pilot. The objectives would be a bottom up sequence that would teach simple skills and build to tasks requiring those skills.

The most salient characteristics of the instructor that I believe will impact my design are that all the instructors are glider pilots with many years of experience and a genuine passion for the sport.

Student Characteristics

The student numbers will vary because the course will be asynchronous; the content will be self-paced. From my experience most people that want to be pilots have higher than average technological competencies

The most salient characteristics of the students that I believe will impact my design are, like the instructors, they have a genuine passion for the sport, and are highly motivated to succeed.

The design choices the student characteristics lead me to are:

Video presentation, readings, diagrams and F2F hands on.

Asynchronous; the content will be self-paced.

Course Goals

1. Become proficient in the ground operation of a PW-6U glider aircraft

Course Objectives

Upon completion the student will have demonstrated skills to:

1.1  unload  a PW-6U glider aircraft

1.2  assemble a PW-6U glider aircraft

1.3  dis-assemble a PW-6U glider aircraft

1.4  load a PW-6U glider aircraft

1.5  Identify and use equipment  to accomplish this skill set

1.6  Accomplish systematic pre-flight inspection of the glider aircraft

Session 1   Design – Content, Student and Instructor Characteristics 1.1Unload  a PW-6U glider aircraft 1.2 Load  a PW-6U glider aircraft 1.5 Identify and use equipment  to accomplish this skill set

Student-Content: Web link to PW-6U glider aircraft manual. This manual will have all the specifications needed to become familiar with the aircraft.  Student will link to manual to answer questions about the aircraft. You Tube link to video of step by step procedures. Student will link to You Tube to watch instructional video Student-Instructor: Student responds to questions online – because all questions are “open book” from the manual or the video, only 100% is acceptable. Student-Student: The face to face component requires a buddy system. There has to be at least two people to carry out the procedures. The students will have to cooperate with each other and be aware of safety at all times.

Session 4: Instructional Design For Online Classes

ADDIE

Analysis, Design, Development, Implementation and Evaluation

1. How can good instructional design ensure that the course meets student needs?

Good instructional design can ensure the learning needs and success of students through engaging presentation of content and encouraging interaction.

Good instructional design focuses on the most effective way to present content and begins with the student and the student experience.

2. How can good instructional design ensure course quality?

Pedagogy must motivate the design to ensure course quality. Good course quality is ensured when considering the process of teaching and being a good teacher.

Horton in his book “E-Learning by Design” makes a clear distinction between design and development, design is decision and development is doing. Start with good design – good design is independent of technologies.

3. Describe again the course or eLearning unit you are designing.

My goal is to design and develop instructional videos for the Cypress Soaring Club I want to design an instructional system that includes training videos on…assembly and dis-assembly of one of the gliders (for this class) the PW6-U; later I want to expand the project to include, pre-flight inspection, ground handling, and launching procedures.

4. State at least three goals or content objectives for your eLearning unit.

• Develop stand-alone content materials that could be used by any instructor.
• Establish a logical progression of topics
• Teach a skill set related to becoming a glider pilot

Upon completion the student will have demonstrated skills to:

• Safely unload and assemble a PW-6U glider aircraft
• Safely dis-assemble and load a PW-6U glider aircraft
• Identify and use equipment  to accomplish skill set
• Accomplish systematic pre-flight inspection of the glider aircraft

5. Explain how you will determine if your students have mastered the content objectives you have created.

• Student has to carry out: Assembly/Dis-assembly Load/Unload
• Take test on subject

Because this would be considered convergent content- the students will have to successful demonstrate a working knowledge of the skillset being taught.

The student will also have to respond to assembly related questions in a multiple choice format.

Example questions:

Which wing is always attached first on a PW-6U glider!

a. The right wing

b. The left wing

c. Doesn’t matter

When assembling the PW-6U glider – why should you never leave the cowl up unattended?

a. Too much stress on carbonite hinges

b. Convex lens effect can burn interior of cockpit

c. Flies can get inside the cockpit and cause problems after take off

6. Discuss the method or process  you are using to design the eLearning unit.  If applicable, identify the CMS that you will use and discuss the advantages of using that CMS as well as the constraints that your CMS forces on you as a designer.

I am compiling all of my own video and stills using a compact HD DVR capable of still shots. I will use MS live movie maker for editing and MS DVD burner to make the instructional videos

For this design a CMS will not be required. My primary design will not necessarily be for the classroom it will be mainly for pilots to use at home, in the field or in the glider hangars.

7. Explain how you would do development and testing of content.

• Focus group
• Subject matter experts
• Beta testing

I am working with glider pilots with over 30 years of experience – they know exactly what they need to teach glider pilot proficiency. I am taking their ideas and translating them into an efficient instructional system using the systematic Instructional Design process. Normally in our rapid design process we would not use focus groups or SMEs, but they work in this design process.

The test would be to have a learner go through the process and see if it will fly!

pun intended!

McKinley

Session 3:Interactions in Online Classes

Interactions Matrix

This table lists types of interactions and sample activities – I would add  in my design  Learner-aircraft interaction

	Learner-Content	Learner-Instructor	Learner-Learner
Video Presentation	X
Lecture	X
Chat	X	X	X
Discussion	X	X	X
F2F	X
Readings	X
Diagrams	X

The types of interactions that will be most effective for my design will be video presentation, readings, diagrams and F2F hands on. The types of students for my design are people of all ages with a wide variety of backgrounds. These students, who want to become glider pilots, will be highly motivated to succeed.

There is more about learning to fly a glider than just “driving” the aircraft. The student will need to learn about aerodynamics, weather, federal aviation flight rules, and flight safety. The student will also have to learn about soaring to high altitudes, and long distances in cross country flights.

For the purpose of this class my design will target one aircraft, the PW6-U glider, and one skill set (objective): the assembly/disassembly that corresponds with loading and unloading.

The sample check off list below shows the three categories of activities with a logical progression of topics: the student watches the video as an orientation to absorb and become familiar with the content. Next is the connect activity; the student walks around the aircraft to see and feel the aircraft. Finally the student completes the do activity by carrying out the assembly/dis-assembly that corresponds with loading and unloading of aircraft. The connect and do activities will be F2F other components can be online.

Pilot Proficiency

Aircraft	Krosno	PW-6U	Discus
Learning Activity
Absorb
Watch Video
Connect Walk around fully assembled aircraft Do Carry out: Dis-assembly Load Unload Assembly

Session 2:Design – Content, Student and Instructor Characteristics

Course number 1:

Content: This course will cover beginning college algebra.

This course contains convergent content; content that has a right answer.

The course would be designed to establish a logical progression of topics and then develop a procedure or set of procedures, along with models or patterns for the students to follow. Students can use these models or patterns, or templates, to arrive at the correct answer. The instructor provides feedback to students to help them know when an answer is right or wrong and why this is the case because the correct answer, and procedure for arriving at the correct answer is known.

The design is for students who need to gain skills for the first year of Algebra.

Many topics in math are too difficult for students to fully understand the first time around. They need to have problems demonstrated many times. The online class would allow the student to view and review every lesson with the explanation that goes along with each problem. The lessons start out with the easiest examples and then move to the more advanced problems.

In this scenario, the content is what is most important. With so many different instructors it will be difficult to shape the course to their individual needs. Because this is a convergent course, stand-alone materials could be used by every instructor. This is especially true of an early Algebra class with typically high enrollment. Because the materials could be used for many class cycles it would justify the higher expense associated with creating this sort of material.

The design would be in modules:

1. Students start by reading lesson module
2. View example problems
3. Work selected problems
4. Take test for the lesson
5. Repeat cycle to advance to more difficult progressions of lessons

The instructor is electronically available for timely feedback.

The delivery system would be a Virtual Learning Environment such as Moodle.

Course number 2

Content: The course is a philosophy of leadership class.

This course has divergent content that often deals with subjects that are fuzzy or for which it is difficult to identify a single right answer. Divergent content often has no clear single best path for developing the best answer. The design will leave students to explore multiple paths of their own creation for solving the problem presented to them.

This design would be much like the format used in blackboard.

In this second scenario it is the instructor who will drive the course. The online classroom will have a log-on screen. When logged in, there will be icons, folders, buttons, or something similar representing areas for the online classroom. These icons will link specific items, such as a class schedule, syllabus, lectures, and announcements. The icons link access to the classroom and all materials needed for the course. This format will allow the instructor to achieve his/her vision of the class.

The delivery system would be an online Classroom Management System such as Blackboard

Course number 3

Content: This course is an introduction to college success. It teaches study skills, communication skills, and tries to help students learn how to fit into the college community.

This content area, in my design would emphasize application in a holistic approach. The class would simulate a round table engaging in a group discussion about a wide range of things before even approaching the actual problem the class will be trying to solve or address.

This class would be designed to be delivered in an online forum format to:

• encourage instructor-to-student interaction
• encourage student-to-student interaction
• promote co-operative learning
• communicate high expectations
• provide rich, rapid feedback
• respect diversity in learning

In this third scenario, the students’ needs will really have to be considered. The content will likely require a variety of techniques. Maximizing human-to-human interaction would be very important in a class like this. Students should not be left hanging, not sure of what to do or feeling like they were isolated.

The delivery system would be Blackboard

Review of the characteristics my course.

In my class design, the content is what is most important. It will not be necessary to shape the course to individual instructor needs. Stand-alone materials could be used by any instructor. My course will be designed to establish a logical progression of topics and then develop a procedure or set of procedures, along with models or patterns for the students to follow. My class will teach a skill set related to becoming a glider pilot. The objectives would be a bottom up sequence that would teach simple skills and build to tasks requiring those skills.