SALT CONFERENCE - 2009



A Task Oriented Methodology for Designing
    Effective Web 2.0 Online Courses


               ...
Chinese proverb
Tell me, I will forget
Show me, I may remember
Involve me, and I will understand.
Introduction
Online learning environment versus traditional learning
environments
Online Learning             Traditional Learning
Environments                Environments
  Web-based learning          Tr...
Web 2.0
                 Communication, socialization, and collaboration through the World
                 Wide Web



Im...
Online Learning

                                Blogs
                                                     Wikis



     ...
Blackboard   Moodle
The role of learners and instructors in the
online environment
Understanding the environment to deliver effective learning
Instructors       Learners          Environment

  Resource            Problem           Exploration/
 Co-participant     ...
Overview of Usability
Measuring easy of use in online learning
How easy to use are user interfaces?



               Nielsen’s quality components of usability




Learnability   Effici...
How to measure online
course usability?


Heuristic Checklist
•   Visibility
•   Interactivity
•   Accessibility
•   …
Tas...
A task oriented methodology to design usable
online courses
Measuring ease of use in online learning
Task Analysis Design Phases


                               Student
  • Needs analysis              Tasks         • Visib...
When the learner is provided
                                        with an instructional activity, is
                  ...
An Example…


                                    Student
                                     Tasks
                     ...
CASE STUDIES: ONLINE COURSE DESIGN AND
ANALYSIS
Maximizing learners performance through an easy-to-use Web 2.0
interface d...
COURSE DESIGN
•Four weeks online course
(Summer 2009)
• Course design/development:
2 weeks/4 weeks
• Web 2.0 tools:
    •W...
Learning Objective:
Encourage students to create and maintain an online
database of relevant papers for further research
 ...
Probability of completing
                                          task in first attempt for
                            ...
Probability of completing
                                               task in first attempt for
                       ...
COURSE ANALYSIS
•16 weeks online course
(Spring 2009)
• Course design/development:
?
• Web 2.0 tools:
    •Wiki (www.Pbwor...
Interface Analysis




           Instructional    Inform students about course content,
STEP 1                      requi...
Probability of completing
                                              task in first attempt for
                        ...
CONCLUSIONS AND FUTURE WORK
Learners should spend less time as users and focus more on the
learning tasks
A design that does not meet users' needs
will often fail in the workplace resulting in
high costs, frustration, and errors...
Future Work:
  Development of an online tool that supports
  instructional designers during the
  design/development/analy...
QUESTIONS
mmedinam@gmu.edu
Office Phone: +1 (703) 9931663
http://catsr.ite.gmu.edu
http://mason.gmu.edu/~mmedinam
http://f...
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Salt 2009 - A Task Oriented Methodology for Designing Effective Web 2.0 Online Courses

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Web 2.0 is the term to describe the second generation of applications that facilitate the communication, socialization, and collaboration through the World Wide Web. Web applications that include social networking, video-sharing, wikis, and blogs are being used more and more to deliver instruction in formal environments. Despite the good intentions of faculty members to include Web 2.0 capabilities in their courses, the reality is that often courses are not designed with usability in mind. This session will present a framework to design online courses that integrate Web 2.0 applications using a task oriented methodology. This methodology facilitates the interaction of the learner so that the learner can concentrate on completing learning tasks.

--------
Presented at:
Washington Interactive Technologies Conference
Sheraton Crystal City Hotel
Arlington, Virginia
August 19-21, 2009

http://salt.org/dc/washingtonP.asp

Published in: Education
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Salt 2009 - A Task Oriented Methodology for Designing Effective Web 2.0 Online Courses

  1. 1. SALT CONFERENCE - 2009 A Task Oriented Methodology for Designing Effective Web 2.0 Online Courses Maricel Medina Mora, M.Ed Lance Sherry, PhD Center for Air Transportation Systems Research
  2. 2. Chinese proverb Tell me, I will forget Show me, I may remember Involve me, and I will understand.
  3. 3. Introduction Online learning environment versus traditional learning environments
  4. 4. Online Learning Traditional Learning Environments Environments Web-based learning Traditional distance (A) Synchronous education (paper based, interaction no interaction, self-paced) Dynamic searchability Control on the learning Real-time information process Combination of multiple Mostly objectivist learning online tools to deliver approach instruction
  5. 5. Web 2.0 Communication, socialization, and collaboration through the World Wide Web Image from http://widgets-gadgets.com/2006/10/what-is-web-20.html
  6. 6. Online Learning Blogs Wikis Social Networking Web 2.0 Multimedia Sharing Audio Blogging and Podcasting
  7. 7. Blackboard Moodle
  8. 8. The role of learners and instructors in the online environment Understanding the environment to deliver effective learning
  9. 9. Instructors Learners Environment Resource Problem Exploration/ Co-participant solver Direct Co-learner Explorer experiences Moderator Researcher Facilitator Collaborator Learning by Coach Goal setter doing Monitor Moderator activities Adviser Participant Role playing
  10. 10. Overview of Usability Measuring easy of use in online learning
  11. 11. How easy to use are user interfaces? Nielsen’s quality components of usability Learnability Efficiency Memorability Errors Satisfaction A system is usable when users spend most of the time achieving their task and the least understanding the system itself
  12. 12. How to measure online course usability? Heuristic Checklist • Visibility • Interactivity • Accessibility • … Task Oriented Analysis • Learner Tasks • Visual cues
  13. 13. A task oriented methodology to design usable online courses Measuring ease of use in online learning
  14. 14. Task Analysis Design Phases Student • Needs analysis Tasks • Visibility • Learner analysis • Navigation • Learning tasks • Learning • Just in time objectives • Tool tasks training Instructional Visual Cue Activities assessment Probability of completing User-centered design task in first attempt for unskilled users
  15. 15. When the learner is provided with an instructional activity, is Probability of completing there a visual cueattempt for task in first (semantically correct) that unskilled users tells the learner what to do and how to do it? Visibility Is the learner provided with a NO direct access to the YES tool/section where the task needs to be performed? LOW Navigation NO YES the learner provided Is with guidance on how LOW to perform the task, Just-in-time including subtasks NO Training information? YES MEDIUM HIGH
  16. 16. An Example… Student Tasks • Visibility ? • Participation in • Locate the discussion forum • Navigation ? a specific online • Post comment on discussion • Just in time discussion forum training ? • Search a particular comment on the discussion forum Instructional • Reply to a comment Visual Cue Activities assessment
  17. 17. CASE STUDIES: ONLINE COURSE DESIGN AND ANALYSIS Maximizing learners performance through an easy-to-use Web 2.0 interface design
  18. 18. COURSE DESIGN •Four weeks online course (Summer 2009) • Course design/development: 2 weeks/4 weeks • Web 2.0 tools: •Wiki (www.Pbworks.Com) •Google docs •Zotero •You tube videos •Other tools: •Wordle •Google calendar •Video conferencing (Adobe Connect) •SurveyMonkey.com FUNDAMENTALS OF ECOLOGY •Wink.org
  19. 19. Learning Objective: Encourage students to create and maintain an online database of relevant papers for further research Instructional Reference Bank and Glossary STEP 1 Activity Upload documents to the online Student’s task reference management system • Installing the local application STEP 2 • Creating an account on the online server Tool Tasks • Configuring the synchronization process • Selecting the reference to upload Upload references to our Zotero STEP 3 Visual Cue Group
  20. 20. Probability of completing task in first attempt for unskilled users Sub-Task Probability of Comments success on first attempt Install Zotero Zotero download page is a hyperlink on the visual cue. Create account in A help icon provides Zotero access to the just-in-time Configuring the HIGH training. synchronization There is a hyperlink to the process video tutorial. Selecting reference A video tutorial is provided to upload right to the visual cue
  21. 21. Probability of completing task in first attempt for unskilled users 2 Upload reference to our Zotero Group Visibility Navigation 1 3 Just-in-time training
  22. 22. COURSE ANALYSIS •16 weeks online course (Spring 2009) • Course design/development: ? • Web 2.0 tools: •Wiki (www.Pbworks.Com) •Google docs •Wordpress Design and Production of Multimedia/Hypermedia Learning Environments
  23. 23. Interface Analysis Instructional Inform students about course content, STEP 1 requirements, expectations Activity Student’s task Read syllabus STEP 2 • Access Google Docs Tool Tasks • Create Google Account EDIT 752 Syllabus (Google docs - you STEP 3 Visual Cue may need to create an account to view)
  24. 24. Probability of completing task in first attempt for unskilled users Sub-Task Probability of Comments success on first attempt Access Google There is no hyperlink Docs reference to Google Docs LOW (What is Google Docs URL?) Create account in There is no indication on how Google Docs to create an account Solution: Provide “just-in-time” training in different modalities such as video or text descriptions.
  25. 25. CONCLUSIONS AND FUTURE WORK Learners should spend less time as users and focus more on the learning tasks
  26. 26. A design that does not meet users' needs will often fail in the workplace resulting in high costs, frustration, and errors that affect learners Any system design should start by listing the tasks the users need to do with the system Visual cues should have a semantic relationship with the task
  27. 27. Future Work: Development of an online tool that supports instructional designers during the design/development/analysis of online courses Develop more online courses, gather data and validate methodology Develop mechanism to automatically analyze online courses and generate quantitative metrics for usability
  28. 28. QUESTIONS mmedinam@gmu.edu Office Phone: +1 (703) 9931663 http://catsr.ite.gmu.edu http://mason.gmu.edu/~mmedinam http://facebook.com/maricelmedinamora

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