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Learning Technologies and Solutions-Class 5

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Class 5 of LTMS 510: Learning Technologies and Solutions in the Learning Technologies Master of Science (LTMS) program at Harrisburg University of Science and Technology

Class 5 of LTMS 510: Learning Technologies and Solutions in the Learning Technologies Master of Science (LTMS) program at Harrisburg University of Science and Technology

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  • Note: Agenda – Display as students enter the room Review/Discussion Student Presentation: Online Courses Topic 1: eLearning / Online Learning Topic 2: Audio recording
  • Note: Review (10 minutes) 6:00-6:05 PM What did you see that you weren’t expecting to see? What did you not see that you were expecting to see? Did everyone understand the VideoBank product? Did everyone understand the Final Cut server product? Commonwealth Media Services Visit Media Comparisons/Strengths Learning Technology Selection Report
  • Note: (30 minutes) 6:00– 6:05PM (setup), 6:05-6:25PM (presentation), 6:25-6:30PM (debrief) Tom Hanninen Online Tutorials
  • Note: (30 minutes) 6:30– 6:35PM (setup), 6:35-6:55 PM (presentation), 6:55-7 PM (debrief) Betsy Riter Online Courses
  • Break 10 minutes (7:10 – 7:20)
  • Do the media questions first (15 minutes 8:20-8:35) Text Still Graphics / Photos Video Audio Animation What is the best medium for the following?: A list of acronyms to define common terminology (text) Why? Memorization of the Gettysburg Address (text, audio, video) Why? Change a tire (animation) Why? The stages of metamorphosis from caterpillar to butterfly (graphics) Why? The impact of pollution on the environment (video) Why? The impact of improved customer service on revenue (graphics / chart) Why? Additional Selection Criteria: availability, expense, time, expertise, and technology considerations Note: (15 minutes – 8:00-8:15) Mind maps (Amanda, Jeremiah, Andrea) Flipped Classroom – Tom and Stacy talk about their experience. How’s it worked and what have been the challenges? Matt – Face-to-face leads to more personalized instruction? (How? – maybe with the flipped classroom) Ryan – Flipped classroom. What about elementary students? What about students who can’t access? Neil – Saw a recurring them in your mind mad (noted that a medium works best when paired with other mediums) Tom – Explain Coherence principal – Eliminate extraneous text and graphics. Have a purpose for everything. Tom - Redundancy principal – animation an audio is more effective without text present (also often referred to as cognitive overload) Tom – Print and text = low learning involvement. Would you agree with that? Stacy – sound and music not proven to enhance learning. Some mind maps indicated that it does enhance learning (human voice, highly memorable) Mike – students learn better when only pertinent materials are presented. Is this for everyone? Betsy – Audio should be optional. What is audio’s big downfall? What medium(s) is audio best with? Matt – Ability to use media insures the most effective approach for students in online, etc. What about the classroom? Matt – iTunesU – be able to hear from the most established thinkers/researchers – what about diversity in opinion? Richard – Audio summary of material. Great approach. Justin – Your font sets the tone for the subject matter. Resource that gives an overview of the positives and negatives of several mediums http://www.elearnspace.org/Articles/mediacharacteristics.htm Consider these guidelines when working or creating graphics: http://www.garrreynolds.com/Design/basics.html http://www.articulate.com/rapid-elearning/5-common-visual-design-mistakes/ Audio recording tips – we’ll come back to some of these when we begin working with audio recording and podcasting Any questions about these short articles? LTMS 514: Media Selection, Design and Production is a course that explores these guidelines and provides an in-depth experience with media design fundamentals and tools.
  • Note: (5 minutes – 8:35-8:40) Visual representation impacts all aspects of learning Show graphic example on Moodle
  • Note: (5 minutes – 8:40-8:45) Different learning styles – Dales Cone of Experience - http://tlc.ousd.k12.ca.us/tlc/sitetech/agendas/documents_81202/Dale's%20Cone.pdf Reading - 10 Seeing - 20 Hearing – 30 Seeing & Hearing – 50 Collaboration - 70 Doing – 80 The numbers are bogus. There is no research behind the percentages. http://www.indiana.edu/~molpage/Cone%20of%20Experience_text.pdf (page 5 indicates the history of the percentages).
  • Note: (5 minutes – 8:40-8:45), slides 19, 20 Media has an impact throughout the learning strategy Especially . . . Powerful tool for affective domain (emotion and modeling) Information Motivation
  • Media is a single element of the learning architecture, but it also impacts almost all other elements. Even your organizational strategy can impact your media use (bandwidth restrictions, policies, approval processes) Devices/systems also impact and play a role in media selection (i.e. size of playback window)
  • Note: () LTMS 514: Media Selection, Design and Production Core course LTMS 645: Visual Representation for Learning and Communication Open elective . . . Becoming part of the instructional design curriculum
  • Note: (1 0 minutes – 8:35-8:45) Any questions after watching the tutorials. Any questions about using Audacity? Watch the Lynda.com tutorials (Do not wait until the last minute to try to get ) Go over audacity if there are any issues Podcast examples: http://grammar.quickanddirtytips.com/affect-versus-effect.aspx -Do this in class after they have created their podcasts Go over podbean Go over podcatcher (RSS reader)
  • Break 5 minutes (8:25– 8:35)
  • Note: eLearning (10 minutes) 6:40-6:50 PM eLearning can refer to any form of electronic learning, we’re going to refer to it here primarily as asynchronous online learning. 10 years ago, this is what elearning was: online courses, tutorials or demos How are these different and how do they complement each other? (pick someone – start discussion) Sometimes it depends on the goal, intent. eLearning assumes “a package” . . . Learning as an event. We’re moving away from that in education and training.
  • Note: eLearning (20 minutes) 6:50-7:10 PM CPR Course - http://www.articulate.com/community/guru/2009/CPR/ Diabetes - http://elearning-examples.s3.amazonaws.com/Diabesity/player.html Marine Navigation - http://elearning-examples.s3.amazonaws.com/Navigator-Game/player.html Health Care Fraud Overview - http://www.suddenlysmart.com/examples/fraud/player.html#Scene_1 Disaster Preparedness - http://www.suddenlysmart.com/examples/disaster/player.html PA Patient Tracking System - http://ltms.harrisburgu.edu/~jdetig/DeltaSample/Sample/launch.htm Evaluation Form
  • Note: (5 minutes) 7:20-7:25 PM Online tutorials known by many names CBL = Computer-Based Learning WBT = Web-Based Training CBT = Computer-Based Training
  • Note: (5 minutes) 7:25-7:30PM Online tutorials known by many names CBL = Computer-Based Learning WBT = Web-Based Training CBT = Computer-Based Training
  • Note: (15 minutes) 7:30-7:45PM Mind maps Look up the mind maps Common themes: Features, web authoring vs. course authoring, popular tools (these have changed), considerations (review these later) Course Authoring Tools Web Site Authoring Tools (not really going to focus on the blogging tools as web development tools) Content Converters Plus, value of multimedia in authoring Authoring Tools Automate many processes common to creating learning solutions Often extended by scripting language What were your first impressions of the Choosing and Authoring Tool section? Were you surprised at all of the considerations? Do you have any questions about any of the considerations that were listed? Is everyone clear on the concept of a visual interface – WYSIWYG? Does everyone understand the concept of a template? Web Development Tools Any questions. Page 306, any questions on benefits of creating e-Learning with web site tools Content Converters What’s the purpose of a content converter Distribution All tools for authoring or developing content (combining media) for distribution as a course. Analysis Online Discussion Difference between course authoring and web authoring tools? Multiple output formats for authoring tools (EXE, Flash (web page), Text, etc.) Browser-controlled delivery versus browser-based delivery SCORM compliance Authoring is proprietary When would you use one over another? Type of content, database connection, update content regularly Templates Any other thoughts on the templates discussion?
  • Note: (15 minutes) 7:45-8:00PM Beth provided the updated Horton list for authoring tools. That’s a pretty extensive list. There are a lot of authoring tools – directories often list 50+ Adobe suite http://www.adobe.com/products/elearningsuite/ http://www.adobe.com/products/authorware/?promoid=DJDVW Show Captivate, Show Dreamweaver Play Toolbook demo (partial of recording) (Start: 12:06 End: 17:51) http://www.interactiveadvantage.com/webinars.html OutStart Trainer (Start: 13:27 minutes – 18:00) https://outstart.webex.com/cmp0305l/webcomponents/widget/playback.do?siteurl=outstart&fileName=http%3A%2F%2Fcustomeredge.outstart.com%2Foswebsite%2Fwebex%2Fwebinar_trainer_rapid_development_042908.wrf&serviceType=TC&rnd=0.6317439934357196 SmartBuilder – go to demos and talk about evolution of eLearning You can go out and view these on your own when you’re evaluating a tool – demos and web conferences Also go over PPT conversion tools PowerPoint as an authoring tool Demo Captivate as a course conversion tool and as a screen capture tool Open Source Authoring Tools Udutu http://www.udutu.com/ Xerte http://www.nottingham.ac.uk/xerte/ Open Source HTML Editors Coffee Cup http://www.coffeecup.com/ ($49.00 and they have a free version) Amaya http://www.w3.org/Amaya/
  • Note: ( 5 minutes – 8:00-8:05)
  • Note: ( 5 minutes – 8:05-8:10) Online courses often include elements of many types of learning solutions and can be delivered on a number of different devices
  • Note: ( 5 minutes – 8:10-8:15) eLearning Guild January 2008 report on Authoring & Development Tools Key Findings Here are some of the key findings from analyzing the survey results from over 1,400 Guild members. One Tool is not Enough: Guild members use a lot of tools, and not just combinations of tools from different categories. 76% of Guild members use more than one Rapid e-Learning Development tool, and 38.9% use four or more . Evaluating Tools I: When evaluating an authoring tool, the three most important features are that the tool allows content to be easily updated, the learning curve is low relative to other tools, and the tool outputs to Flash SWF files. Evaluating Tools II: When evaluating an authoring tool, the three most important industry support factors are that the tool is in widespread use, there are free online forums for support, and the tool has free technical support . Evaluating Tools III: When evaluating an authoring tool, the three most important integration and collaboration factors are that the tool is SCORM compliant, the tool integrates with leading learning management systems, and the tool allows easy sharing of content. Adobe Captivate Will Probably Be In Your Toolbox: Adobe Captivate enjoys a dominant marketshare position, with over 62% of Guild members who use Rapid e-Learning, Courseware Authoring, or Simulations tools indicating that they use Captivate. Flash Newsflash: 66.6% of Guild members who use Courseware Authoring tools target Flash players for deployment, and 55.1% target Web browsers without plug-ins. Formal for Them, Informal for Us: While Guild members may spend a lot of time creating formal learning content, when it comes to learning how to use tools themselves, Guild members prefer informal methods by a very wide margin.
  • Note: ( 5 minutes – 8:15-8:20) Strengths: Anytime, anywhere Self-paced (save time?) Multimedia potentially enhances learning experience – addresses different learning styles Support / Supplement class time / information – address pre-requisite skills Used as reference as well Cuts travel costs Saves class time (in a lot of cases) Trackable (through LMS or in course) Consistent information Weaknesses: Little motivation or engagement in a lot of cases (based on bad design, not technology) Communication solution versus learning solution No or little learner guidance No or little connection to the community of learners or experts No ability to ask questions Technology difficulties (access, plug-ins, etc.) Environmental distractions – when you’re in a classroom, you’re in a classroom. No distractions Considerations: Learning goals Environment Learners Complexity of content Shelf-life of content Development Resources Graphic Design Resources Skills needed Technical Layout Media Navigation Testing Packaging and Distribution http://www.articulate.com/rapid-elearning/archives/
  • Note: ( 5 minutes – 8:20-8:25) Future of Authoring Tools Growth of eLearning Simulation Virtual Worlds Social Elements Live Elements Hybrid approaches – http://www.ancile.com/products/ancile-uperform-learning-management-learning-simulation-software/ http://www.ancile.com/demos/uPerform%20Marketing%20Demo/MarketingDemo2011/index.html#/introduction
  • Next class: JPL visit JPL Site Questions - discussion Learning Technology Selection Report: Phase 2 - Due For June 23: Read Horton, Chpt. 11 (pgs. 209-228), (pgs. 247-251) Read Social Networking (Horizon Report 2007 – Social Networking) Read Collaboration Webs (Horizon Report 2008 – Collaboration Webs)
  • Transcript

    • 1. LTMS 510 Learning Technologies and Solutions Class 5, Monday, February 13, 2011•Review•Student Presentation: Online Tutorials•Student Presentation: Online Courses•Topic 1: Media•Topic 2: eLearning / Online Learning•Topic 3: Audio recording
    • 2. ReviewCommonwealth Media Services Visit Media Comparisons/Strengths CopyrightLearning Technology Selection Report
    • 3. Learning Technology Presentation
    • 4. Learning Technology Presentation
    • 5. BREAK
    • 6. Media Readings
    • 7. Visual Representation
    • 8. Dale’s Cone of Experience
    • 9. Learning Strategy Learning Learning Solutions Outcomes ----------------- Learning Technology Architecture ----------------- Online Course Game Virtual Classroom Simulation Evaluation Classroom Mgmt. Mgmt.Devices / Systems EPSS SystemsSystems Media Assessment Community Documentation Portfolio Analysis Performance Improvement Strategy Organizational Strategy
    • 10. LTMS• LTMS 514: Media Selection, Design and Production• LTMS 645: Visual Representation for Learning and Communication
    • 11. Audio/Podcasts
    • 12. BREAK
    • 13. eLearning
    • 14. Examples
    • 15. Online Tutorials/CourseseLearning CBT WBT CBL online learning
    • 16. Software Demos Software CBTSimulations WBT CBL online learningScreen Recordings
    • 17. Chapters 14, 15
    • 18. Course & Web DevelopmentArticulate PowerPoint Toolbook Authorware LectoraSuddenlySmart Front Page Captivate Flash OutStartDreamweaver Camtasia Firefly ReadyGo Brainshark Jing
    • 19. Learning Strategy Learning Learning Solutions Outcomes ----------------- Learning Technology Architecture ----------------- Online Course Game Virtual Classroom Simulation Evaluation Classroom Mgmt. Mgmt.Devices / Systems EPSS SystemsSystems Media Assessment Community Documentation Portfolio Analysis Performance Improvement Strategy Organizational Strategy
    • 20. eLearning Guild Report•Multiple tools•Features•Support•Integration and Collaboration
    • 21. eLearning / Online Learning Strengths WeaknessesConsiderations
    • 22. Future
    • 23. LTMS 510:Learning Technologies and Solutions