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The Fit & Well Online Textbook Student Experience

by APS Consulting Group on Dec 21, 2010

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This is a sample of the basic Navigation/Interface screen Blue portion of interface houses navigation tools and functional buttons, which are accessible throughout course White portion of interface (the “stage”) houses content, interactivity presentation, avatars and images; it’s where all the action takes place Buttons are: Course Map, Glossary, Workbook Calendar, Study Notes, Transcript Also visible are audio/video controls, and the “Back/Next” Nav buttons (flexed muscle arms going in opposite directions)‏ Any of these buttons and controls can fade in and out of the screen, allowing for more real estate This slide highlights the Course Map Upon clicking the Course Map button, the three-dimensional, rectangular course map appears onscreen, rotating slightly from left-to-right while hovering in-place in the middle of the screen The right side of the Course Map displays all the chapter lessons in a column of bars, and is color coded to indicate the student’s progress throughout the chapter; the lessons will gradually become the same color as the student completes the chapter The left side of the Course Map displays the student avatar, which is further explained in the 3 rd and 4 th slide; this avatar will also function as a progress indicator, as the students will add customized elements to it as they complete various sections of content and interactivities throughout the lessons The Glossary is accessible at any time, except during pre-test and post-test; brings up glossary display with alphabetized database of core terms; terms are audio and text Since much of the content is presented throughout the chapter in audio and not on-screen, hyperlinked glossary terms will appear/float onscreen as they are spoken, and once onscreen, can be clicked to bring up their definition; this way, terms can be reviewed as they come up in the chapter, and can also be accessed in the full glossary database at any time Workbook Calendar is further explained in 2 nd slide Study Notes brings up a window where the student can take notes at any point in the chapter, except during the pre-test and post-test; a print option is available if desired The Transcript can be accessed at any time, except during the pre-test and post-test; it contains the written transcript of the audio for the screen the learner is on while they press the button; this can be printed The Back/Next buttons are located at the bottom right-hand corner of the screen; the learner cannot access the Next button until they have completed all activities on the page In the very beginning of the online course, the learner will have a “Help” screen, which displays the basic interface, and explains the function of each button and navigation implement
This slide introduces the 2 avatars; they will have pre-set names, to be decided by the client, one male, one female The avatars introduce/explain themselves; they are former students, who completed this course, and have successfully applied this knowledge to their own lives In addition to being casual, more experienced peers, the avatars present most of the interactivities and content; they are with the learner throughout the chapter as guides They are almost completely customized, to symbolize that they are students who have already done the course In the actual course, the avatars mouths will move as they speak This screen will also show a sample of the incomplete avatar (this avatar symbolizes the student, and how they are just beginning in their progress), and the peer avatars explain how this avatar will be customized by the learner as they progress; more on this in the 4 th slide Also mention that the background of the screen will change throughout the chapter, with images of different exercises being performed
Male and female avatars give the overview of the chapter subject matter They present it as a shared monologue, and will be hitting a tennis ball back and forth across the screen as they do it At the end of the dialogue, the female avatar then hits a shot with the tennis ball that the male avatar misses, and the male avatar makes a sulking face, while the female avatar smiles and cheers/celebrates her victory in some way In this screen we will also show an example of what a glossary term will look like onscreen, since both “ Muscular Strength ” and “ Muscular Endurance ” are glossary terms In the actual course, these terms will float onscreen, and have a shimmering appearance The terms are clickable, and once clicked, open up a hyperlinked definition from the Glossary, and also provide an audio definition
Male avatar presents chapter objectives
Female presents the critical thinking question The Critical Thinking question student response is recorded and kept for later review by the instructor, and is also presented at the summative review section at the end of the Chapter that also presents results from the Pre-Test and Post-Test
This slide displays the Workbook Calendar open over the basic interface The Workbook Calendar is a horizontal menu that runs across the screen, and has the lesson titles (also shown in course map) running vertically as bars on a graph Each lesson has a color-coded amount of time pre-set by the Course Manager and instructor that indicates a time amount that it should take the students Overlapping with that bar measurement of time is another color coded bar that indicates how much time the student actually took for that particular lesson; the student will enter that value at the end of each lesson in a field when the Workbook Calendar is opened This makes the Workbook Calendar more interactive for the students, and enables the instructor to have a better idea of how long it’s actually taking their students to do each lesson within the chapter The first time the student will experience the Workbook Calendar prompt will be after the Critical Thinking Question page in the Intro A prompt will appear at the end of each lesson for the student to record the amount of time they spent on it in the Workbook Calendar
Female avatar presents pre-test of 15 questions, which tests on key glossary terms, and other core pieces of knowledge from the chapter The avatar will be animated so that throughout the pre-test, the avatar engages in different simple exercise (ex: lifts dumb bells, jumping jacks, jumps rope, throws medicine ball)‏ The avatar reads audio for each question, but not the answer options The avatar engages student in colorful prompts if they are taking too much time on a question, but does not try to rush them. (ex: “whatcha doing?,” “I can keep this going all day,” “take your time…think about it”)‏ The avatar then reads the elaborative feedback following the student’s response; the learner gets elaborative feedback regardless of if their answer is correct or incorrect Question types will be multiple choice (a single correct answer), true and false, and mark all that apply (more than one correct answer, all of which must be marked)‏
Female avatar presents pre-test of 15 questions, which tests on key glossary terms, and other core pieces of knowledge from the chapter The avatar will be animated so that throughout the pre-test, the avatar engages in different simple exercise (ex: lifts dumb bells, jumping jacks, jumps rope, throws medicine ball)‏ The avatar reads audio for each question, but not the answer options The avatar engages student in colorful prompts if they are taking too much time on a question, but does not try to rush them. (ex: “whatcha doing?,” “I can keep this going all day,” “take your time…think about it”)‏ The avatar then reads the elaborative feedback following the student’s response; the learner gets elaborative feedback regardless of if their answer is correct or incorrect Question types will be multiple choice (a single correct answer), true and false, and mark all that apply (more than one correct answer, all of which must be marked)‏ At the end of the pre-test, a score card is presented
This is a sample content presentation screen The male avatar lifts weights up and down as a simple animation The main content area of the stage displays a muscle in detail (image similar to first portion of Figure 4.1; the arm with the x-ray of the muscle as it holds a weight)‏ It will be shown in the muscle detail that it is animated (growing as the weight is lifted, for example)‏ This muscle image will flex slowly, and then quickly, according to the content (slowly when discussing slow-twitch fibers, quickly when discussing fast-twitch fibers)‏ Content presentation screens will usually be moderated by the avatars, and will often include relevant images that correlate with the content
This is a graphical knowledge check question – a single screen that shows graphics, match term options, and feedback Key chapter terms will be used for this activity This activity is designed to test the learner’s understanding of key terms, in a way that is both visual and identifiable outside of their learning experience in the classroom This slide presents three images side by side, horizontally across the screen, with each image having a slot below it for a term label Images are: 1. a person sitting on a couch watching tv (or something comparably inactive), 2. a person doing jumping jacks, or some kind of aerobic activity, 3. and a person lifting very heavy weights The learner is asked which of the following terms goes best with each image, and must then match them up Learner must drag and drop the terms “atrophy,” “slow-twitch fibers,” and “hypertrophy” into the appropriate slot for each image Learner gets two tries to place term labels correctly; if they still place any incorrectly on the second try, they are shown which term goes with each image Regardless of whether or not they get each image-label correct, at the end of the exercise, the learner is given elaborative feedback from the avatar that restates what the definition for each term is Other means of presenting term-quiz interactivities may be card sort, flash card drills, or type-in-the-answer type activities
This slide presents a “gender differences” screen; presents content that leads to an interactivity focusing on gender differences in muscular strength Both the interactivity question itself, and the elaborative feedback present content that is new to the learner; the learner must make intuitive connection between what they already know and the correct answer to the question Slide displays both avatars on the screen, centered; the female avatar talks, and the male avatar is altered as described below The female avatar describes how men are generally stronger than women because they typically have larger bodies overall and a larger proportion of their total body mass is made up of muscle As the female avatar states this, the male avatar grows in size, and smiles Then the female avatar explains how, when strength is expressed per unit of cross-sectional area of muscle tissue, men are only 1–2% stronger than women in the upper body and about equal to women in the lower body, and how individual muscle fibers are larger in men, but the metabolism of cells within those fibers is the same in both sexes As the female avatar states this, the male avatar shrinks back down to his former size, and frowns sadly; when the female avatar finishes this monologue, the male avatar shrinks and disappears off the page The female avatar continues to speak, as she is moved to the corner of the page She then implores the learner to check their knowledge on some of the factors that help explain these disparities in muscle development A “mark all that apply” question pops up, which states: “ Which of the following are natural factors? a.) testosterone b.) speed of nervous control of muscle c.) anabolic steroids d.) diet” The correct answers are “testosterone” and “speed of nervous control of muscle,” and the learner will be provided with elaborative feedback for these by the avatar, whether they get the question correct or incorrect The entire section of content for the “Dimensions of Diversity” box could be presented in a diverse series of interactivities; multiple choice is just one option
At certain points in the chapter, students can be sent to a discussion board to discuss a question with other students. The question can come from the Fit & Well discussion respository or be created by the instructor.
A screen showing the conversation simulator – One “question commonly asked” will be scripted in a conversation (with the avatar)‏ The student will direct the conversation by choosing responses The avatar will respond differently based on how the student has chosen to respond, and a slight amount of branching will take place, depending on how far the content can go The avatar asks the learner a question, and then three potential responses are presented by the avatar for the learner to choose; one is correct, one is incorrect, and one is somewhat accurate but not entirely The learner gets an elaborative reaction no matter which response they choose, which gives them more perspective on why they are correct, incorrect, or only partially correct If the learner chooses the correct response, they then get a follow-up question that piggy-backs onto the subject matter of the correct response, and this next level of questioning also has three potential responses for the learner to choose from, one correct, one incorrect, and one somewhat accurate but not entirely; each of these also gets an elaborative reaction Refer to the transcript for the full sample These activities can have numerous branching options, and levels of questions, all dependent upon the depth of the content
Female avatar presents pre-test of 15 questions, which tests on key glossary terms, and other core pieces of knowledge from the chapter The avatar will be animated so that throughout the pre-test, the avatar engages in different simple exercise (ex: lifts dumb bells, jumping jacks, jumps rope, throws medicine ball)‏ The avatar reads audio for each question, but not the answer options The avatar engages student in colorful prompts if they are taking too much time on a question, but does not try to rush them. (ex: “whatcha doing?,” “I can keep this going all day,” “take your time…think about it”)‏ The avatar then reads the elaborative feedback following the student’s response; the learner gets elaborative feedback regardless of if their answer is correct or incorrect Question types will be multiple choice (a single correct answer), true and false, and mark all that apply (more than one correct answer, all of which must be marked)‏
This is the “Avatar Customization” screen This displays a sample customized “student” avatar in its beginning state, rotating slightly right and left; this avatar can be increasingly customized and grows in size as the student progresses through the chapter Also displays the box that holds the current customization options (eyes, nose, mouth, etc.)‏ The customization options box has page numbers at the bottom, with each page containing different customization options; these options can be absolutely anything, from standard figure details to more outrageous options; this gives each student the opportunity to design a completely unique avatar, and engages the student in ways they would not experience via a textbook The Avatar Customization screen will automatically pop up at key landmark points in the chapter (at the end of each lesson); in this way, the student associates the customization of their avatar with their progress, and by the end of the chapter, the student has a fully customized avatar, that looks even more unique than the peer avatars who serve as their guides When the entire Fit & Well workbook is online, each chapter would begin the student with a new blank avatar to customize, and each chapter would present variant customization options, so at the end of Fit & Well, the student would have 15 fully customized avatars to symbolize their completion of all the chapters

The Fit & Well Online Textbook Student Experience — Presentation Transcript

Do your students read the textbook? Do they come to class prepared? Do you know how prepared they are before they show up? Do you think they might be better prepared by engaging in an interactive, online learning environment?
Basic Interface and open Course Map
Hi, we’re former students, and we took the Fit & Well Course last year, just like you are now. We got “A’s”. And now, we’re here to help you. And look at us now! Avatar Introduction screen
Muscular Strength Muscular Endurance Chapter Overview
- After reading this chapter,
- you should be able to:
- Describe the basic physiology of muscles and how strength training affects muscles
- Define muscular strength and endurance and describe how they relate to wellness
- Explain how muscular strength and endurance can be assessed
- Apply the FITT principle to create a safe and successful strength training program
- Describe the effects of supplements and drugs that are marketed to active people and athletes
- Explain how to safely perform common strength training exercises using free weights and weight machines
This chapter isn’t just for your class. This chapter is for you. Don’t forget that. The information that {other avatar’s name} and I serve up during your progress will all be relevant to your class discussions, but it is also fully applicable to your every day life…. Chapter Objectives
So, have you been paying attention so far? Let’s test your critical thinking and see what you think about all this.. **Type in your answer here** Now that you’ve been introduced to the subject matter of this chapter, what do you think is your current level of muscular strength? Do you think it can be improved, and if so, what would it take for you to make changes? Critical Thinking Question
Basic Interface and open Workbook Calendar
Question #1: For women, weight training typically results in which of the following? A.) Bulky muscles B.) Significant increases in body weight C.) Improved body image Get ready, because here you’re about to engage in an exercise that examines how much you already know about muscular strength and endurance. Pre-Test
Question #1: For women, weight training typically results in which of the following? A.) Bulky muscles B.) Significant increases in body weight C.) Improved body image You are so right! The answer is C. Because the vast majority of women have low levels of testosterone, they do not develop large muscles or gain significant amounts of weight in response to a moderate weight training program. Men have higher levels of testosterone, so they can build large muscles more easily.” Pre-Test with Feedback
Fast-twitch fibers contract more rapidly and forcefully than slow-twitch fibers but fatigue more quickly. Although oxygen is important in the energy system that fuels fast-twitch fibers, they rely more on anaerobic, nonoxidative metabolism than do slow-twitch fibers. If your memory is working, this should sound familiar, since you learned all about energy systems in Chapter 3! Content Presentation
Term Association Matching
Dimensions of Diversity
Discussion Board Exercise
Conversation Simulator Conversation Simulator The student answers commonly asked questions about the chapter in a branched simulation. For example, “Does a person improve muscle strength faster by training everyday?
Question #1: For women, weight training typically results in which of the following? A.) Bulky muscles B.) Significant increases in body weight C.) Improved body image Get ready, because now it’s time to take the final post-test. Before you take the test, you may want to go through the chapter summary because this test counts! Post-Test
Avatar Customization Screen
Requires students to think, do, collaborate to complete assignments. Provides coaching and motivation. Tracks progress clearly by completion, scoring, and personal development. Provides snapshot or drill down of student preparation before class begins. Choose assignments and add your own.

The Fit & Well Online Textbook Student Experience

by APS Consulting Group on Dec 21, 2010

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The Fit & Well Online Textbook Student Experience — Presentation Transcript