Worked Example

Clark and Mayer define a worked example as “a step-by-step demonstration of how to perform a task or solve a problem” (2008, p. 224).

I have a created many procedural video tutorials for my work as a corporate trainer. I have used the concept of fading and pretraining in my live training sessions. I am familiar with the idea of chunking instruction into smaller, more manageable sessions. It was not until reading the text for this week that I considered the need to include additional user controls beyond those within the YouTube player and select when the videos should stop. According to the Segmenting Principle, “learning was better when students could move through screens at their own pace by clicking on the ‘continue’ button rather than viewing the content in a non-stop video manner”  (Clark & Mayer, 2008 p. 238).

For this week’s exercise, I went beyond the familiar YouTube hosted video and posted my lesson into the Canvas LMS site so I could retain the available interactivity within Captivate and experiment with the SCORM functionality. To show the difference between my traditional method and the new method, I am posting a link to each.

My lesson can be accessed through the following links.

New method using SCORM on Canvas LMS –

Login: boiseteststudent@gmail.com

Password: BoiseStudent

—————————————————-

Old YouTube method

 

Clark, R. C., & Mayer, R. E. (2008). E-learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning (3rd ed.). San Francisco, CA: Wiley.

Digital Story

For this module we were to create a digital story including various types of media. I used Adobe Photoshop, Captivate, Audition, and Premiere to create my digital story. Perhaps the most difficult task for this assignment was to determine the subject of my story. I finally decided to create a piece about my father. I began by developing a script and searching for related images. Once I determined the message and the photos were scanned, I created the segments for the presentation in Captivate. This allowed me to record the audio directly to each slide, controlling the flow and timing of the story. I used Audition to eliminate excess background noise and remove the vocals from the music. Once all the elements were complete, I compiled  them using Premiere.

I made every effort to abide by the many multimedia principles including the use of text in conjunction with images. This is a personal story told in a familiar tone meeting the requirements of the personalization principle. According to the redundancy principle, the narration is not duplicated on screen. Extraneous elements are limited to deter cognitive overload.  In the instances that text is used to describe images, it is contiguous with the graphic.

While this may not seem to be a bold story, it is very personal to me. It required me to make a decision about how much information should be shared to tell the story in a compelling way. I hope you find it interesting.

Scared…to Death

Coherence Analysis

The coherence principle is the idea that transfer of knowledge is more successful when all non-essential objects are eliminated from instruction. The coherence principle is a means of avoiding cognitive overload by excluding all unnecessary elements from instruction. These extraneous elements may include images, text, video, background music, or sounds. The inclusion of overly complex elements when simplified elements will suffice can also be seen as a violation of the coherence principle. “In short, you should avoid adding any material that does not support the instructional goal,” (Clark & Mayer, 2008, p. 151).

The coherence principle is aligned with all of the principles we have learned about within the Clark and Mayer text. It serves as a check and balance to the multimedia principle which encourages the use of images and words but warns the “pictures should not be an afterthought,” (2008, p. 70)  Like the coherence principle, the multimedia principle also supports the use of “passive medium of illustrations and text,” (Clark & Mayer, 2008, p. 84) in lieu of animations thus allowing for active processing.

While not directly related, the coherence principle and the contiguity principle do have a commonality. Both are concerned with elimination of extraneous processing, “cognitive processing that is unrelated to the instructional goal,” (Clark & Mayer, 2008, p. 105). The contiguity manages cognitive processing through proximity of elements while the coherence principle does so by weeding out or “uproot(ing) any words, graphics, or sounds that are not central to the instructional goal,” (Clark & Mayer, 2008, p. 151). Also included in the coherence principle is the concept of disruption. Beyond distracting the user from relevant material, extraneous images can be detrimental “by preventing the learner from building appropriate links of relevant material because pieces of irrelevant material are in the way,” (Clark & Mayer, 2008, p. 161).

Like all the preceding principles the guiding force behind the modality principle and the coherence principle is the concept of balancing the consumption of information across the visual and auditory channels. “According to the cognitive theory of multimedia learning, learners process multimedia messages in their visual and auditory channels–both of which are limited in capacity,” (Moreno & Mayer, 2014, p. 8). “The verbal material enters the cognitive system through the ears and is processed through the auditory/verbal channel,” and the “graphics enter the cognitive system through the eyes and are processed in the visual/pictorial channel,” (Clark & Mayer, 2008, p. 122). With both channels having limited capacity, it is crucial that all extraneous material be removed.

The redundancy principle is the perfect prerequisite to the coherence principle. The redundancy principle states that it is unnecessary to repeat text on screen that is narrated, as it causes the learner to split their attention between the graphics and the repeated text. According to Clark and Mayer, “Learners may waste precious cognitive resources in trying to compare the printed words with the spoken words as they are presented,” (2008, p. 139). Similarly, the coherence principle suggests the learner must expend resources to filter through the irrelevant elements to find the relevant material.  “The extraneous material may overload working memory and may signal readers to focus on inappropriate aspects of the material,” (Mayer, 1999, p. 620).

Perhaps the best example of a violation of the coherence principle I can present is from an online instruction I created for another course. One of the requirements was to include a specific number of images per page with a repeated theme throughout the course. While I did not need or have imagery that supported the instructional goal, I did not want to lose points for not including an element required by the rubric. Despite my reluctance to include the decorative images, I understood the goal was to ensure I was able to include images within the html format and follow the guidelines of creative commons licensing. While the image portrays a character in an office environment, it adds no value to the instructional content. It is a distraction, “guiding the learner’s limited attention away from the relevant material,” (Clark & Mayer, 2008, p. 161)  Ironically, the location of the extraneous image was just beneath a header that discussed the relevance of the instruction. Coincidently, I did get full credit for the project but the instructor questioned the purpose of the images. Below are examples from two of the modules.

a. InDesign for Ad Design, Module 1, https://canvas.instructure.com/courses/801311/pages/module-one-introduction (St. Laurent, 2013)

b. InDesign for Ad Design, Module 2, https://canvas.instructure.com/courses/801311/pages/module-two-introduction (St. Laurent, 2013)

I believe the coherence principle is critical to the success of instructional design. We are living and working in an over stimulated, increasingly automated, deadline driven and instantly gratified society. With all the things competing for learners’ attention, it is important for instructional designers to understand the cognitive load and constraints placed on learners. According to Clark and Mayer there is no evidence that the inclusion of sounds “used to direct, focus and hold attention” is effective, (2008, p. 155). I could not possibly agree more with Dewey’s 1913 conclusion “that adding of interesting adjuncts to an otherwise boring lesson will not promote deep learning,” (Clark & Mayer, 2008, p. 156). Typically, an instructor or trainer is passionate about the subject matter they teach. I train adult learners about Adobe products and I love it but if the basis of the lesson is of no interest to the learner, it is highly unlikely that anything I add to the lesson will engage the indifferent learner. According to Clark and Mayer, Ransdell and Gilroy found the inclusion of background music did not negatively affect the quality of essay writing but “required significantly more time, (2008, p. 159). I believe this time requirement is the key. In contrast to the Arousal Theory, simply, adding extraneous elements to boring content only increases the time and effort a bored learner must expend to accomplish the learning goal.

 

 

Clark, R. C., & Mayer, R. E. (2008). E-learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning (3rd ed.). San Francisco, CA: Wiley.

Mayer, R. E. (1999). Multimedia aids to problem-solving transfer. International Journal of Educational Research, 31, 611–623.

Moreno, R., & Mayer, R. E. (2014). A learner-centered approach to multimedia explanations: Deriving instructional design principles from cognitive theory. Interactive Multimedia Electronic Journal of Computer Enhanced Learning, 1–10. Retrieved from http://imej.wfu.edu/articles/2000/2/05/index.asp 1/10

St. Laurent, M. (2013). Module One Introduction. Adobe InDesign for Ad Design. eLearning course. Retrieved from https://canvas.instructure.com/courses/801311/pages/module-one-introduction

 

Learning Theory Podcast

For this assignment, I decided to create a podcast on the many learning theories discussed throughout the Ed Tech program. While this may not be the most creative podcast in title or content, it will serve as a great reinforcement to me and provide a quick link for me to access as needed.

To record the podcast, I used Adobe Audition. I was quite comfortable with the creation process. I spend a great deal of my work day creating video tutorials for our LMS.  The editing process was easy, as it is similar to the process used for the video tutorials.  While I am not necessarily a fan of my recorded voice, I have become accustomed to hearing it.

In the pilot episode I define present definitions of the term theory, explain the necessity for learning theories, and outline the topics to be covered in the upcoming episodes. Given the numerous learning theories, I believe the subject matter will allow for a great series of podcasts.

Through the use of computer generated audio files to deliver a message, this project addresses the following AECT standards; 1.2 Message Design, 2.2 Audiovisual Technologies, 2.3 Computer Based Technologies, 2.4 Integrated Technologies, and 3.1 Media Utilization.

https://dl.dropboxusercontent.com/u/23698415/mstlaurent_%20Podcast_mixdown.mp3

 

What kind of interaction is valuable in edutainment?

Throughout the week, we have learned about a variety of different interactions and how they might be utilized to make edutainment more engaging. I am in full agreement with Chris Crawford, the core of a game is its interaction (Kapp, 2012, p. 141). From the interaction with the tactile delivery system, to interactions between players, groups, and objects, each plays a role in the success of edutainment by providing feedback and affecting the player’s progress.
Michael Wolf showed many intriguing examples of tangible interactions with edutainment. Skyview is a mobile app that is readily available, even on my Windows phone. While the goal in any astronomy class is to teach the learners to recognize constellations, the inclusion of an app to assist in that recognition is makes the activity more engaging. According to Sundar, “interactivity would result in higher interaction when calls to interactivity are signified by animated, rather than static, icons” (2004, p. 387).

The same is true with the example of the multi-touch information board at the aquarium. Students interact with the platform, the content and each other. Like the young girls in the demonstration, I found the virtual chemistry example fascinating. They found the tangible interface enjoyable because, “you are doing something” (Wolf, 2013). I don’t know that the importance of interaction could be explained any better than those young girls expressed, “you lose interest when the teacher is just talking to you” (Wolf, 2013).

Interactions between players are also critical to edutainment. Players have the ability to help or hinder each other’s progress through direct action or feedback. Through the rivalry of Agôn (Kapp, 2012, p. 138), players are challenged to surpass the progress of their competition. The outcome of Mimicary (Kapp, 2012, p. 139) is dependent on the motives and role of the one being mimicked. Should the subject be a friend, the results will be positive but if a foe, the player will not fare as well. Either way, the result promotes “the development of strategic skills through experimentation and trial and error” (Paraskeva, Mysirlaki, & Papagianni, 2010, p. 499).

Finally and possibly the most important interaction is that between the player and objects. Without this interaction, there would be neither a challenge nor the means to complete the tasks. Without this interaction, edutainment is reduced to a level of passivity equal to television or video.

 

 

Kapp, K. M. (2012). The Gamification of Learning and Instruction: Game-based Methods and Strategies for Training and Education. Pfieffer.

Paraskeva, F., Mysirlaki, S., & Papagianni, A. (2010). Multiplayer online games as educational tools: Facing new challenges in learning. Computers & Education, 54, 498–505.

Sundar, S. S. (2004). Theorizing Interactivity’s Effects. The Information Society, 20, 385–9. doi:10.1080/01972240490508072

Wolf, M. (2013). Interaction Design for Learning. Toronto. Retrieved from http://www.youtube.com/watch?v=i2ti1Ngh5PM

Multimedia Project 1 EDTECH 513-4201 / 4202 (SP14)

This week we were given the task to create a Google presentation which followed the multimedia & contiguity principles. The presentation was to be a short lesson with an assessment that we could apply immediately to our teaching or training repertoire. This proved more challenging than I thought it would be. I had to change the way I think about lessons. For nearly two years, I have been creating training tutorials using Captivate that are intended for asynchronous learning. It was an adjustment to actually type out the script in the notes area of the presentation instead of simply narrating the slides. While both methods utilize the dual channels and discourage cognitive overload, the production process seemed foreign to me.

The lesson I created is procedural in nature and follows a step by step methodology commonly found directive learning architecture intended for near transfer. The target audience is comprised of IT professionals with knowledge of SQL databases. The goal of the training is not to review all aspects of SQL structure but to educate the learners on the specifics of a new tool to perform common database tasks. The learning environment includes ample workstations and a projector so the learners may follow along.

The Signaling Principle – Each slide contains a headline that summarizes the subject matter. The headline is in large font to ensure that it can be read easily from any location within the room. The slides include brightly colored arrows and circles to indicate the important aspects of the material.

The Segmentation Principle – I have made every effort to balance the information on each of the slides to ensure a steady pace without any extended pauses.

The Modality Principle – The notes section includes the narration for  each slide. Instead of including excessive text within each frame, the narration shifts the processing to the auditory channel and alleviates visual overload.

The Multimedia Principle – In adherence to the multimedia principle, I have included representational screenshots of each step in the procedure. According to the contiguity principle, all text within the presentation is in close proximity to the corresponding graphic and all feedback can be found adjacent to assessment questions to discourage split attention of the learner.

The Coherence Principle – Unlike presentations that I have created in the past for executive meetings, this presentation has no decoration, no logos, and nothing that is not absolutely necessary. This was a strange approach to creating a presentation but given the purpose of the presentation, I believe the result will be more effective.

Due to the heavy reliance on the narrative which can be seen on the notes section, I am sharing my presentation via Google drive.

Using HeidiSQL to create a database backup – mstlaurent

Atkinson, C., & Mayer, R. E. (2004). Five ways to reduce PowerPoint overload. Retrieved from http://edtech.mrooms.org/pluginfile.php/87052/mod_resource/content/1/Five%20Ways%20to%20Reduce%20PowerPoint%20Overload.pdf

Clark, R. C., & Mayer, R. E. (2008). E-learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning (3rd ed.). San Francisco, CA: Wiley.

Edutainment Evaluation

I have chosen to review the edutainment characteristics of the Wii Fit Plus game. As we learned from Amy Jo Kim, “Gamification is using game techniques to make activities more engaging and fun” (2011). The Wii Fit Yoga game teaches the player a variety of basic yoga poses using the interactive balance board to provide onscreen feedback. As Okan warned of “expectations that learning can be enjoyable and fun,” (2003, p. 256) the brochure included in the game boasts the “Wii Fit Plus is a fun, easy way for you, your friends, and family to exercise every day.”

The Wii Fit Plus employs the ARCS model. After creating a Mii, an avatar to represent him/her on screen, each player undergoes a body test to evaluate their fitness level, followed by creating a fitness goal. Launching the Yoga game, the player chooses a specific pose or poses from a fairly large selection. Once a pose is chosen, the player is introduced to the trainer who provides a short personable dialog including the benefits of the pose which she will demonstrate and instructions. At the same time, on screen graphics provide written instructions and real time feedback regarding your performance. Once the pose is complete, the player receives additional reinforcements in the form of audio feedback, a reminder of the relevance, an animated graphic showing the players center of balance throughout the pose, points, a skill level rating, leader board ranking and tips to improve future attempts. These steps play an important part in garnering the players’ attention, establishing relevance, bolstering confidence, and achieving satisfaction (Kapp, 2012, pp. 53–54).

The game makes great use of on-boarding techniques. Each step in the setup process is clearly explained to the player leaving no room for confusion. The on screen trainer provides detailed explanations before, during, and after each pose. Unlike some exercise videos, the trainer is facing the same direction as the player as if you were standing behind her in an actual yoga studio. She is positioned in front of a mirror so the player can still see her anterior movements. This removes the need to think left or right and simply mimic the movements.

The overall instructional objective of the Wii Fit Plus is to learn a variety of training techniques to encourage fitness. This is established through the creation of personal goals and the ability to track progress over time. Included in the statistics are the player’s BMI, fitness level, balance, coordination, and Wii Fit age. Within the Yoga game, the objective of each pose is discussed prior to the pose, during each step of the pose, and after the pose is complete.

The use of Mii characters, avatars, personal statistics, incredible feedback, and the balance board create a rich user experience that ensures engagement. The ability for the player to select the poses and create routines suitable to his/her skill level ensure a “balance of skill and challenge to keep players engaged” (Kim, 2011).

Interactivity is achieved through the use of the balance board during the exercises. The slightest shift in body weight results in instant on screen feedback. The trainer will advise that you are wavering while the on screen graph shows a visual representation of your movement. The player must listen to the audible instructions, note the visual cues, and adapt his/her pose accordingly.

The game may appeal to some players due to the extrinsic rewards of competition and affirmation or for the intrinsic motivation to become healthier. The Wii Fit Plus Yoga game includes incredible continuous feedback using a variety of platforms. There is satisfaction at the completion of each pose as the player waits with anticipation to see the results of his/her performance.  The same excitement can be seen as the player checks his/her progress toward a fitness goal and their latest body test results.

Wii Fit Plus Yoga incorporates my five must-have characteristics of edutainment; onboarding, a specific instructional objective, engaging content, interactivity, and motivation. While this Yoga game can certainly be used as an example of many different learning theories, the ARCS Theory of Motivation can be seen in its entirety.

 

Kapp, K. M. (2012). The Gamification of Learning and Instruction: Game-based Methods and Strategies for Training and Education. Pfieffer.

Kim, A. J. (2011, February 16). Smart Gamification: Designing the Player Journey – YouTube. YouTube. from http://www.youtube.com/watch?v=B0H3ASbnZmc#t=145

Okan, Z. (2003). Edutainment: is learning at risk? British Journal of Educational Technology, 34(3), 255–264.

 

 

 

 

 

EDTECH 522 Module 5 Reflection Assignment

In module five, I created an online lesson on Basic InDesign styles. I work with Canvas learning management system in my role as Senior Software Application Specialist. I found Moodle much more challenging than any aspect of Canvas. I understand that there is a learning curve when implementing any new technology but, my issues went beyond simply being unfamiliar. I found it less than intuitive. Specifically, I did not understand the seemingly random locations of some of the editing tools. Some were located in the main section just above the block while others, such as adding questions to the quiz, are located in the settings panel.

I also encountered strange behavior in how the blocks displayed when using the Topics format. The assessments, reflections, and practice exercise files were not available to the end user. While visible, the user was not able to click on the links. In the edit mode, all worked as expected. After much troubleshooting and searching for a solution, I discovered it was a known issue in Moodle. I resolved the problem by changing the format to folder view.

Despite my challenges with Moodle, I did enjoy this module. I can certainly understand the importance of experimenting with multiple learning management systems. Just over a year ago, we were in the midst of moving from Docebo LMS and evaluated Canvas and Moodle. Due to time limitations, the evaluation methods were less than thorough and we chose Canvas. Given the brief testing period, I often wondered if we made the right decision. After creating the lesson for this module, I can say confidently that we did. While I enjoy using Moodle as a student, I found it cumbersome for the instructional designer.

Basic InDesign Styles Online Lesson

Educational Technology Definition

This assignment really made me consider much of what I thought about educational technology. I had mistakenly thought it to be a fairly new field. I found it of particular interest that the term ‘new media’ was being used to describe the inclusion of motion picture in curricula in 1922. Although familiar with SCORM, the I did not realize it was a concept created by the DoD and ADL.

While watching the Looking Backward, Thinking Forward video, I made several notes from the timeline. I could not help but notice the similarity in delivery methods despite the differences in technology. Lectures via radio and motion picture projectors have simply been replaced by podcasts, webinars and online video tutorials on YouTube, an LMS or MOOC.

Our society equates change with risk. By definition, innovation is constant change. Due to this fluidity, technological innovation is often met with skepticism. Although it is prudent to avoid the ineffectual adoption of technology, it is imperative that fear of the unknown not be allowed to stagnate all progress.

________________________________________________________

My definition:

Educational Technology is the proactive pursuit and timely implementation of the most innovative, effective tools, processes and perspectives to ensure learners move beyond mere memorization to full comprehension, application, and most significantly, retention of knowledge. All adopted methods should be evaluated for relevance, appropriateness and accessibility to the target audience. Consideration should be made to ensure the security of the learners, infrastructure and intellectual property. Constant, objective evaluation of the chosen tools and procedures is necessary to avoid rigidity.

________________________________________________________

Module 1 Reflection Melissa St. Laurent 504 – Spring 2013 I have been a corporate trainer for 7 years. I believe in what I teach and I am passionate about improving the employee experience through training. Until recently, this training was very application specific and heavily laden with demonstration. I was the subject matter expert who stood before the group and imparted my great wisdom upon them. Because it was very specific and role based, it was productive but lacked longevity.

I am a perfectionist. Settling for being a productive trainer would never do. It frustrated me to visit trainees after the sessions and find they had not applied what they learned. I was fully confident that I had the knowledge to make people’s jobs easier and enjoyable, IF I could capture their attention. Since standing before a group of trainees and yelling ‘listen to me, I can help you,’ was not an acceptable method, I had to find a better way to engage them.

Prior to the company wide implementation of a new software system, we began investigating the use of a learning management system. This seemed the ideal time to re-evaluate all my training methods. In addition to researching, population and maintenance of a newly deployed LMS, I began actively searching for resources to make me a better trainer. I researched educational blogs, participated in Adobe webinars, and scoured the web for information about effective training methods for adult learners. After paying $1400 for a Captivate training session that provided very little return on investment, I decided it was time to seek more formal education. That is how I found the M.E.T. program. My current career goal is to be a brilliant trainer, able to engage and enrich adult learners to improve their efficiency and work experience. 

This is only my second semester at Boise State. In the first semester, I learned of many great tools to make me a more successful student. I tried to apply some of the technology to my professional life but for the most part, the tools were not really relevant. I did benefit a great deal from using the LMS. It gave me the opportunity to experience distance learning from the student’s perspective. This semester, I am able to see how different professors utilize the flexibility of the LMS to manage their course. With each applying different preferences, every course assumes a different style. Seeing this showcase of available tools allows me to better understand how the design of the user interface affects the user experience. With a smaller staff, we have the ability to unify the user interface.  Although a standard layout may make the navigation of the site easier for the user, I do not want to limit the use of the technology.

I have found the first assignment energizing. As I mentioned in my definition post, the readings and videos caused me to delve deeper into my understanding of educational technology. This assignment is a relevant and necessary step to reach my goal. Highlights from the assigned material: History of Ed Tech Timeline 1922    Motion picture defined as New Media 1930    University student listens to lecture on radio 1943    World market for computers = 5 I found this particularly interesting given that I have:

• Smartphone with Windows OS
• iPad
• Samsung tablet with Windows 8
• Dell laptop
• Custom built desktop
• Dell media server

Graphic courtesy of E.L. Counts, Jr.

1946    Dales Cone of Experience

1949    Computers may weigh as little as 1.5 Tons Consider smartphones & tablets. More power, smaller device.

1950    TVs introduced into classroom 1970    Texas Instrument calculator

1981    640k ought to be enough for anyone – Bill Gates

This seems funny now. I remember buying a computer with a 40G hard drive and thinking I would never fill it up. Ironically, many of the devices that are on the market today have moved to much smaller internal storage, as they utilize cloud storage. Bill Gates may be proven right after all.

1990    Web & Disks

2000    Blackboard | Smartboard | Moodle | Internet | Facebook | MOOC | YouTube | Smartphones | Text

• New Media is not a new term or movement, just relative to the era
• Change is constant
• Many classrooms of today resemble those of the past
• How much has the teaching & learning process really changed?

1. Motion picture replaced by YouTube, video tutorials online or on LMS
2. Radio lecture replaced by podcasts
3. Smartboards replace blackboards
4. Blackboard replaces Smartboard
5. Moodle replaces grade book
6. TBL is synchronous with eLearning

• TBL Benefits

1. Accessibility
2. Scalability
3. Ease of updates
4. Self paced
5. Cost
6. Learner centric
7. Discovery learning

• TBL challenges

1. Digital divide
2. Absence of authority figure – social loafing
3. Attrition
4. Device compatibility
5. Initial investment
6. Access for learners with disabilities This is not something I had considered with our corporate LMS. How will an employee with a disability achieve same level of training? The tutorials rely heavily on visual cues.
7. Although acceptance continues to grow, online schools may not get the same respect as traditional brick & mortar universities.
8. This does not really affect the corporate system. I have encountered a similar situation with customers who still believe the employees would benefit more from face to face training than the same training given remotely.
9. How do we create simulations, goal based scenarios and games out of the application? We need a way to entangle employee education with entertaining user experience.

• Our current blended training process is both asynchronous & synchronous.

1. Videos and quizzes can be taken on users’ schedule
2. Videos can be paused
3. Specific dates for live trainings via gotomeeting
4. Users must have related videos & quizzes completed prior to live training.
5. Instructor-Centric, Content-Centric and Learner-Centric Teaching

• SCORM developed by DoD’s ADL
• Personal growth courses
• Former employees cite lack of training as reason for leaving.- Home Depot

1. A well trained employee is a productive employee
2. A productive employee has confidence in their contribution
3. A productive, confident employee is a happy employee.
4. Happy employees is less likely to seek other employment

• According to the Changing Course: Ten Years of Tracking Online Education in the United States, the number of students enrolled in one+ online course(s) increased by to 6.7 million. Full 2013 report available here.
• University of Phoenix

1.  “rolling-cohort” enrollment model 8-13 students
2. Instructors must work in the field they teach
3. Working students take only 1 class a semester
4. outcomes-driven
5. assessment of the course material
6. assessment of the students
7. modules completed in order by specific date
8. content via online media
9. professors are advised not  to lecture
10. small classes = low attrition rates
11. 97% completion rate

• Assessment

1. Reaction – surveys
2. Learning – pre & post training evaluations
3. Behavior – Are the users transferring the knowledge to action?
4. Results – Was the goal met?
5. ROI

• Key principles

1. Do not forego Human Interaction
2. Active engagement is critical
3. Content must be relevant & timely
4. Feedback eliminates isolation
5. Change is continuous.

Great work is risky & challenging. As you increase competency and comfort, great work becomes good work. (from Do More Great Work by Michael Bungay Stanier.) I believe the same is true for technology. Watch the Great Work you tube video.

Digital Inequality Assignment

As a lifelong perfectionist, I have always dreaded the idea of collaboration. I regret to admit that it requires little introspection to realize the source of the dread is hidden arrogance.  I have high standards for myself and others, often acting under the misconception that nobody will achieve the level of excellence that I expect. Having worked with groups in the past which did not meet those expectations, lacking either in quality or participation, I cringed when I saw the collaborative project on the syllabus. When it came time to choose a group, I actually changed groups several times. Knowing absolutely nothing about my classmates and attempting to choose proved quite torturous. Switching between groups hints at insanity. Ultimately, I found myself in Alpha group and I am happy to report that the angst that I felt in the weeks leading up to this project was all in vain. From the initial contact via the small group discussion forum, I felt more at ease. During the Google+ hangout, it became abundantly clear that I was surrounded by a great team with the same high standards.

The Task at Hand: We were charged with addressing the issues of digital divide and digital inequality given seven options and a $50 million budget. The options were to be ranked by our team to determine the best use of the budget. Below are the suggested options.

1. Install computers in all public libraries in the state and expand the hours when the computers are available.
2. Expand staffing and other resources so that public schools can be open to the public after normal school hours, on weekends, and during the summer months.
3. Provide individuals in disadvantaged communities with computers.
4. Provide high-speed Internet and mobile access for all state residents.
5. Subsidize Internet Service Providers to provide low-cost Internet to all state residents.
6. Provide information literacy courses to enhance computer skills and enable knowledgeable use of digital technologies.
7. Develop free online educational content, giving first priority to content most relevant to lower socio-economic groups before content that is relevant to the rest of the public

Instead of simply choosing one option, we incorporated all the options into a comprehensive solution that we feel will better meet the needs of the masses.

Watch our video presentation on YouTube.

Google Presentation without narrative.

The Tools: Whatever did we do before Google? We used Google+ Hangouts for our initial meeting. Our written communication began using the small group forum in moodle but we opted to move to gmail when our discussion was inadvertently deleted. Our presentation was created using Google presentation. Although it lacks some of the more polished features of Microsoft Powerpoint, Presentation enables multiple people to collaborate on the project synchronously. Removing the linear constraints of Powerpoint provides all team members with total access to the project until the final stages. This eliminates the need for multiple copies of same project, drastically reducing the risk of team members make corrections to the wrong version. I will use this approach in my office in the future when it is necessary to collaborate on presentations.

In addition to the Google software suite, we used Powerpoint for narration. We also used an online service, Freecoroder  to download a YouTube video which was embedded into our presentation inside Powerpoint. YouTube videos can be imported directly into Google Presentation but when converted to Powerpoint, the embedded video did not play properly.

My role: Based on a partnership that my employer has with a local university, I suggested that we use interns to offset some of the staffing costs. We expanded on this model to include refurbishing computers. Given my experience with the program, I was the natural choice to elaborate on the benefit of internships to the program, the interns and the institutions.  This concept can be seen in the Trash or Treasure video and the following slide which discusses our solution to provide home computers to program graduates.

I was also responsible for the Closing the Gap slide which recaps all the elements included in our proposal and addresses the impact of the digital divide and digital inequality on all of mankind.

Beyond my role in research and the creation of content, I was tasked with unifying the project when one of our teammates fell ill. Although the project was created by 6 individuals, we felt it was important that it appear as 1 cohesive and consistent proposal. To achieve this goal, I modified the digital divide caution sign that one of my teammates had chosen and implemented it in some form on every slide. Following the same theme, I created an original graphic for slide 3, How to Navigate the Digital Divide?, which lists all the 7 options for the scenario.

My reflections: Like many people who I have discussed this project with, my initial reaction to the term digital divide or digital inequality would be to consider the lack of technology in third world countries or the poor communities in our own country. I had not fully considered any factors beyond economics. I now realize that there are many things that can impede technology such as age. Often we refer to the younger generations with amazement when it is realized that they have never known a world without computers, cellular phones, Google or many other technologies. With such attention drawn to technological advancement, it easy to overlook the opposite end of the spectrum, the elderly. It had not occurred to me the number of services that require an online application and the expectation that the elderly be equipped to interact with a cyber world. I also had not considered the number of geographic regions within our own country that would be ecstatic with the dial up that I would only use as a punchline.

Because I work in a technology company, I am often surrounded by the next greatest thing. At this very moment, I have in my possession an ipad, a Samsung slate with Windows 8 Professional, and a $3500 Dell laptop, all of which were issued to me by my company. Being afforded such luxury had made me oblivious to the technological plight of the rest of the world. Perception is reality. At the risk of sounding shallow and self centered, I did not consider the effects of the digital divide and digital inequality prior to this project because I did not see it. This project has provoked me to consider how technology limitations could prevent the advancement of the human race. What if the person who has the potential and mental capacity to cure cancer never does simply because they are born to a family in the inner city of Detroit with no access to a computer or if the person capable of ending world hunger is not exposed to the issue because they live in a rural area with no access to the internet?

This is a link to some of the references I used in my research. http://storify.com/mstlaurent/the-digital-divide

AECT Standards: Many AECT standards were addressed in this project, some for the collaborative method used to create the project and others for the subject matter of the project.

1.1 Instructional Systems Design is addressed in the creation of a comprehensive educational program to eliminate the digital divide and digital inequality.

1.2 Message would be utilized in the development of the free online content for use in the proposed program.

1.3 Instructional Strategies are utilized in the ranking of the options and the sequencing of the training that the participants would recieve.

1.4 Learner characteristics is addressed as we determine the subject matter for the free online content. This is also a consideration when creating the criteria by which a participant qualifies to receive a refurbished computer.

2.2 Audiovisual Technologies, 2.3 Computer-based technologies and 2.4 Integrated Technologies would all be addressed in the creation of materials for the scenario and also the creation of the presentation for the proposal.

All aspects of standard 3; 3.1 Media Utilization, 3.2 Diffusion of Innovations, 3.3 Implementation & Institutionalization and 3.4 Policies & Regulations  are explored throughout the proposal content and in the execution of the proposal.

Likewise, standard 4 Management is evident in both the comprehensive educational plan that is proposed and the collaborative method used for the proposal.  Both require the project management (4.1), resource management (4.2), delivery system management (4.3) and information management (4.4).

Our team utilized elements of standard 5 for the development of our proposal. Specifically, 5.1 Problem analysis and 5.4 Long-range planning were crucial.