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Unit 6 presentation final


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Unit 6 presentation final

  1. 1. Jon R. Hilden IX564: Design of Learning Environments December 10, 2013
  2. 2. The following diagram shows the LMS components. Using the diagram as reference, the following slides describe the course development process. Testing and Assessments Course Instructors Course Content Repository User Profile Development and Registration Analysis and Reporting Course Creation Scribd. (2013)
  3. 3.  Organizes a team of testers that consists of administrators, instructors, students, and management  Thoroughly tests each part of the system by evaluating menu items, text field entry points, checkboxes, radio buttons, etc  Corrects any issues prior to LMS use  Is a dynamic, ongoing process that interacts with LMS instructors, analysis and reporting, and the course content repository Scribd. (2013)
  4. 4.     Stores course content material for future access, revision, and use Courses are organized according to course prefixes and/or course number Organized by course unit, section, topic, instructor name, or asset type (video, audio, document, or image) Is a dynamic, ongoing process that interacts with testing and assessments, analysis and reporting, course creation, course instructors, and user profile development and registration Central Piedmont Community College (2013)
  5. 5. Our organization will use reporting and analysis in the following manner:  Analysis: We will explore data and reports in order to obtain meaningful information that will be used to improve business performance  Reporting: We will then organize the data obtained during analysis to develop information summaries, which will help us monitor business performance  Is a dynamic, ongoing process that interacts with testing and assessments, and the course content repository Adobe Systems (2012)
  6. 6. The process for course creation is as follows: 1. Review course completion due dates 2. Submit course development proposals to training department for approval 3. Develop course objectives, unit objectives, and course assessments 4. Choose a design tool, such as Learning Spiral, for the development of thinking-centered lessons, units, and activities 5. Is a dynamic, ongoing process that interacts with course content and repository The Thinking Classroom (1999) Columbia State Community College (2013)
  7. 7.     Determine target audience through needs assessment Create user profiles (personas) based on needs assessment. Personas aid in the understanding of how users will interact with the LMS platform and design Verify with the development team that the LMS applies to the target audience Develop complete set of registration screens, data collection forms, and profile pages used to acquire users Hunt, J. (2011)  Is a dynamic process that interacts with the course content repository Janrain, Inc. (2013)
  8. 8. Learner tools will consist of the following:  Student interaction Course syllabus  Discussion groups and forums  Blogs  Instant messaging  Mobile technology  Drop boxes for the submission of reports and assignments  Wiki availability for collaboration with instructors and students   Learner-centered functionality  Learner-centered student interaction  Learner-centered learning media  Web-embedded video and narration  PDF handouts (2013) Scribd.
  9. 9. Support tools assist instructors in the production of classroom resources and materials and will aid in the following:  Improve instructional efficiency and productivity  Encourage exploration and discovery of new information  Improve product appearance  Increase accuracy and timeliness of information  Improve student interaction through content sharing  Improve test and survey delivery Sankarsingh, C. (2013)
  10. 10. Although some LMS functions may not work with some browsers, the LMS is compatible with most web browsers, including:    Internet Explorer 7 and 8 for PCs Firefox 3 and later for PCs or Macs Safari 3 or later for Macs To help ensure proper LMS functionality, verify that the computer systems meet the following requirements:    Pop-ups are enabled Cookies are enabled Java is installed, up-to-date, and enabled University of Western Australia
  11. 11. Project Manager Instructional Designer Subject Matter Expert(s) Online Trainers IT Professional
  12. 12. Project Manager—Oversees the implementation of the LMS and the process of hiring and recruiting online trainers on an as-needed basis  Instructional Designer—Designs the sessions within the LMS  Subject Matter Expert(s)—Serve as experts on the training subject areas  Online Trainers—Lead the training sessions online  IT Professionals—Set up the LMS to be able to work with internal systems. Help the IT department understand how the systems are connected to be more successful in the long-term 
  13. 13.  Project Manager    Full Time Ranges from about $80,000 to $100,000 per year Instructional Designer    Full Time Ranges from about $40,000 to $90,000 per year Subject Matter Expert(s)    Contract Ranges from about $40 to $60 per hour Online Trainers    Contract Ranges from about $30 to $60 per hour IT Professionals  Fulltime  Ranges from about $30,000 to over $100,000 per year
  14. 14. It is recommended that a laptop of choice with all necessary software (web browsers of various types for testing, Office Suite, email, security software) be made available to the project participants. Windows PCs can be purchased for around $600 with Windows 7 and 4GB of memory and a 500GB hard drive Apple MacBook Pro can be purchased for around $1,300 with 4GB of memory and 128GB of flash storage If a MacBook is the laptop of choice, the instructional designer and IT professional should have Boot Camp with Parallels Desktop and a current version of Windows installed. In this manner, they can review as many different arrangements as possible about how students would view the course and course materials.
  15. 15. Smart phones should be provided for the instructional designer, the project manager, and the IT professional. Doing so will allow for increased levels of communication during the early stages of LMS integration and course development, as well as to give opportunities for testing any mobile-based connections. Some possible options are as follows:  The Apple iPhone 5S can range in price from $200 with 16GB memory to $400 with 64 GB memory  DROID Maxx with 32GB memory can be purchased for about $100  Samsung Galaxy Note II with 16GB memory can be purchased for about $200   HTC One with 32GB memory can be purchased for about $200 Apple iPads range in price from about $300 to $500
  16. 16. Adobe Systems (2012). Reporting vs. analysis: What’s the difference? Retrieved from All Business Info (2013). Revolution: State of-the-art in LMS software. Retrieved from Central Piedmont Community College (2013). Course content repository. Retrieved from Columbia State Community College(2013). Checklist for Columbia State Community College’s course creation process. Retrieved from Glassdoor (2013). Employee salaries. Retrieved from Hunt, J. (2011). Personas: How creating user profiles can help inform design decisions. Retrieved from Janrain, Inc. (2013). User registration system. Retrieved from Learning Solutions (2013). The six proven steps for successful LMS implementation. Retrieved from Sankarsingh, C. (2013). What are software support tools? Retrieved from Scribd. (2013). LMS model. Retrieved from The Thinking Classroom (1999). The Learning spiral. Retrieved from University of Western Australia (n.d.). LMS system requirements. Retrieved from