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Ltms 510 Class 5 1
- 1. LTMS 510 LearningTechnologies and Solutions Class 5, Tuesday, February 9, 2010 Review Student Presentation: Online Courses Topic 1: Online Tutorials Topic 2: Software Demos Topic 3: eLearning / Online Learning Topic 4: Audio recording
- 2. Review Copyright ManagementSystems Media Commonwealth Media Services Visit
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- 4. Online Tutorials eLearningCBT WBT online learning CBL
- 5. Software Demos SoftwareSimulations WBT online learning Screen Recordings eLearning
- 6. eLearning / OnlineLearning Strengths Weaknesses Considerations
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- 8. Evaluation Assessment LearningStrategy Mgmt. Systems ----------------- Learning Technology Architecture ----------------- Learning Solutions Learning Outcomes Virtual Classroom Classroom Media Documentation Portfolio Community EPSS Simulation Game Online Course Mgmt. Systems Devices / Systems Organizational Strategy Performance Improvement Strategy Analysis
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- 11. eLearning Authoring LandscapeSource: Elearnity.com
- 12. Course & WebDevelopment Articulate PowerPoint Firefly Toolbook Lectora Flash Captivate Dreamweaver Brainshark OutStart Camtasia Authorware Front Page ReadyGo SmartBuilder
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- 14. eLearning Guild ReportMultiple tools Features Support Integration and Collaboration
- 15. eLearning Authoring StrengthsWeaknesses Considerations
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- 19. LTMS 510: Learning Technologies and Solutions
Editor's Notes
- #2 Note: Agenda – Display as students enter the room Review/Discussion Student Presentation: Online Courses Topic 1: Online Tutorials Topic 2: Software Demos Topic 3: eLearning / Online Learning Topic 4: Audio recording
- #3 Note: Review (10 minutes) 6:00-6:10PM Any question or any additional thoughts: Copyright Management Systems Media Commonwealth Media Services Visit
- #4 Note: (25 minutes) 6:10 – 6:15 PM (setup), 6:15-6:30 PM (presentation), 6:30-6:35 PM (debrief) Kathy Ireland Online Courses presentation If you don’t have a student presenting for online courses you’ll need to deliver some introductory content: Everything we’re highlighting for online learning is asynchronous. Online Course = mainly Moodle or bigger courses that are part of a curriculum, but can be taken in small chunks (Lynda.com tutorials are a great example of something I would consider an online course, but is not in Moodle) Online Tutorials = shorter courses – mainly self contained (there’s a good definition that a student has developed as part of her presentation that differentiates online courses from online tutorials) Software Demos = screen recordings and screen recordings with interaction/assessment
- #5 Note: (10 minutes) 6:35-6:45PM Online tutorials known by many names CBL = Computer-Based Learning WBT = Web-Based Training CBT = Computer-Based Training Similarities of Online Tutorials and Online Courses Asynchronous or part of a blend Course material or pre- post-course material Courses vs. Tutorials (from Kathy Irelands presentation) “ Courses can be thought of as large chunks of learning that often include assessments. A single course is often part of a coordinated collection of courses, which would make up a curriculum or program of study. Tutorials, on the other hand, are shorter, often don’t have assessments, and may easily exist as a stand-alone unit.” Online Tutorial Demos: (Have the student access these and review on their own if there’s time – can access in Moodle) Atlantic Link Dell – Product Knowledge http://www.atlantic-link.co.uk/demo/dell/ Extreme Weather Driving http://www.puresafety.com/public/course/PS3-Extreme_Driving_Conditions/course_play.asp Could show you many examples, but these should give you the idea. We’ll also have a chance to see examples on the eLearning site visit next week.
- #6 Note: (10 minutes) 6:45-6:55PM Software demos are also known by many names . . . Many of the same names Online Learning and eLearning are terms that are used to describe many types of digital learning experiences. That’s one of the challenges with describing, showing the value of and evaluating the success of “eLearning.” It can be different things to different people. Industry can’t even agree on a spelling – some spell it with a hyphen and some don’t. Some include a cap L and some don’t. Software simulation demo - (Have the student access these and review on their own if there’s time – can access in Moodle) Show - http://www.adobe.com/products/captivate/productinfo/product-demos/screen-recording-software/ (Could be just a recording) Try - http://www.adobe.com/products/captivate/productinfo/product-demos/simulation-software/ (More of a learning experience if the user must interact – software simuluation) Do = the next step where the learner completes the task in the simulation with little or no support/help.
- #7 Note: (15 minutes) 6:55-7:10PM Based on Kathy’s presentation, the examples given in the Adobe article on the value of multimedia in eLearning, our review of online tutorials and software demos and some of the examples: What are some strengths of online learning? What are some of the weaknesses? What are some considerations? Strengths: Anytime, anywhere Self-paced (save time?) Safe environment to fail (no embarassment) 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 Economies of scale (each time the course is taken, the per learner cost goes down) Saves class time (in a lot of cases) Increases productivity for organizations (less travel, less time in class) Trackable in granular form (clicks, time on page, etc.) (through LMS or in course) Consistent information delivery and standardized content Safe learning environment for dangerous or costly experiential learning Weaknesses: Little motivation or engagement in a lot of cases (based on bad design, not technology) Communication solution versus learning solution (based on bad design, not technology) No or little learner guidance Depends on learner motivation and skills No or little connection to the community of learners or experts in some cases No or little ability to ask questions in some cases Technology difficulties (access, plug-ins, etc.) Environmental distractions – when you’re in a classroom, you’re in a classroom. The main focus is on the class. Considerations: Learning goals and complexity of content Environment in which courses are taken Learners (learning style, pre-requisite knowledge, etc.) Shelf-life of content Best for a large number of learners and/or dispersed learners (not all in one location) Why eLearning is so effective - http://www.articulate.com/rapid-elearning/why-e-learning-is-so-effective/
- #8 Note: (5 minutes) 7:10 PM – 7:15PM (for both slides 8& 9) When we take a look at the learning strategy diagram as we consider online learning there are a number of opportunities: As has been discussed, eLearning is greate for information delivery and good online learning also enables activity and feedback. It is a great way to address the lower levels of learning (recognize, comprehend and even apply – depending on the learning domain) It is a great way to achieve learning objectives in the cognitive domain and can be effective for building lower level skills in the psychomotor and affective domains. (Wouldn’t want a mechanic fixing a car with only eLearning training, but is good option for practicing processes and learning parts, etc.) Motivation is a huge consideration with asynchronous online learning. Can increase motivation by giving learners control. But, without self-motivation and/or consequences it needs to be really well designed to keep learners engaged.
- #9 Through our discussion about strengths and weaknesses of online courses you can see how the strategy and analysis can impact the use of and the type of online courses you might create The team and resources you have at your disposal also impacts your online course strategy. Many of the weaknesses and considerations we talked about with online courses can be addressed by blending online courses with other mediums that are part of the architecture
- #10 Note: (10 minutes) 7:15-7:25PM
- #11 Note: (20 minutes) 7:25-7:45PM Use automated picker to select students to answer. I most likely will not ask all of these questions. The Value of Multimedia in Learning (just review material) Our discussions about media and eLearning or online learning are linked. Media can be used by itself as a tool for learning, but often it’s part of a bigger learning solution. Media is often a component of successful eLearning (when implemented well) and is what makes it different from just reading a book on screen. The learning theory introduction on pg. 3 is somewhat simplified, but hits the point that multi-dementional learning experiences have the chance of being most effective. This is only a brief introduction to learning theory. Learning Theory is a dedicated course in the program where these concepts and others are explored more in-depth. There are some guidelines throughout (pg. 5, pg. 8, pg. 9) that can be helpful in evaluating eLearning and/or designing and developing your own. Team sport – pg. 11 – we’ll hear more about team development and the different development environments during the site visit to the eLearning facility next week. What are your thoughts about learning control on pg. 11? Help learners how to proceed but don’t restrict their choices unless it’s absolutely necessary. Lockstep or highly constrained navigation can make learners feel they are being coerced rather than led, with no control over their own learning. Lockstep has led to bad eLearning – linear, non interactive, etc. Learners need to “receive” all of the information – they aren’t in a classroom, why do they have to online? There are ways to make sure that learners have access to all of the information (handouts, performance support guides, etc.) Course Authoring Tools Web Site Authoring Tools Is everyone clear on the concept of a visual interface – WYSIWYG? What You See Is What You Get. That is one of the benefits of authoring tools is that the development environment looks very much like the final product. What are some features of a course authoring tool that make it easier to develop eLearning? Wizards – pg. 280 Templates Built-in functions for displaying content and creating and evaluating interactions What supporting tools do course authoring tools usually require? Media editors – pg. 279 Choosing an authoring tool section (pg. 296) outlines a few considerations when selecting a tool. These are big questions that don’t necessarily have easy answers. This is one of the reasons that tools come and go and why people usually have one or more authoring tool in their toolbox. The technical and tactical knowledge of your team. This is a huge area of evaluation for selecting an authoring tool. And, yet another reason why tools come and go and why people use more than one tool. Too simple of a tool to use = not enough functionality to create highly interactive eLearning; Too robust a tool = you have to have the technical staff in place to use it or plan on training staff in technical skills so that the true benefits of the tool can be realized. Often these tools are extended by scripting languages. So, the tool is not always just what you see in the interface. Often you need to do some coding behind the scenes to really make things work the way you want them to. Were there any capabilities needed to create courses (page 297) that you had questions about? What do you think the benefit of publishing courses in multiple forms would be? (pg. 299) Learner preference Technology differences among the learning audience Easy access as reference (print version to access regularly) Device differences among the learning audience (mobile) What do you think the benefit of specifying the look and feel of the course in one place would be? (pg. 299) Simplify editing the interface and common course elements Separate form from function form editing and repurposing content Are templates beneficial as part of an eLearning authoring tool? (pg. 301) Yes – for efficiency and consistency No – for advanced experiences. They tend to lead to linear learning. What are some of the benefits of using web site tools to create eLearning? (pg. 306) Easy to incorporate web resources Many more people with web development experience (general tool) than course authoring experience (specialized tool) – more resources for development and more people to go for help Less expensive (large market, more uses) More easily transferrable to other formats (blogs, wikis, print) What might be some of the challenges of using web site tools for creating eLearning? Fewer wizards and templates for eLearning and multimedia Less built-in interactions (other than clicking on hyperlinks) More difficult to program interactivity into web authoring. If you look at interactivity on a web page most of it is built in Flash. Content Converters Content Converters is another category of authoring tool. Essentially converts PPT for online delivery so . . . The learner does not have to have PPT to access It can be accessed online through a browser The file size is small Interaction can be added Captivate is an example of a content converter . . . Although it also has more advanced capabilities What’s the purpose of a content converter Mainly distribution The benefit of using PPT (something most are familiar with) to create learning The downside is that it often results to what we’re used to from PPT – linear screens of bullet lists How to buy eLearning Systems, Tools and Services (pgs. 9-17) Some of the information that was highlighted is very similar to what is in the book chapters. It went a little more in-depth however, and also includes a top ten list of requirements on pg. 15 These are the top 10 requirements that Brandon Hall found in their research that people use to evaluate/select an authoring tool. What is one challenge with these criteria (especially 4 – 10 . . . And especially 10)? They are relative. What might be short to me may not be short to you (learning curve). What might be extensive to me may not be extensive to you. What might be low cost to me might not be low cost to you. We’ll talk more about criteria when we discuss decision analysis as part of the learning technology selection project. But, keep in mind and consider how criteria really need to be more specific as part of evaluating and selecting a tool.
- #12 Note: (5 minutes) 7:45-7:50PM http://www.elearnity.com/EKCLoad.htm?load=ByKey/DWIN823NKZ This is from a research paper from eLearnity. This diagram indicates the ways in which eLearning authoring tools are being evaluated in organizations. Simple = mainly single developer, cost mainly associated with cost of employee creating it. (Conversion tools) Templated = mostly single developer with the support of staff who adjust the templates (authoring tools) High End templated = mostly team development, large amount of content but built within a custom template structure Rich = completely custom design and function, team or single developer – usually done by a vendor that specializes in rich eLearning development What do you think are some of the challenges of the simple authoring environment? Simple authoring = simple experience, potentially not multimedia enriched often not very interactive What do you think are some of the challenges of the rich authoring environment? Expensive Long development time Need specialist (team/individual) in rich multimedia development The #x Modules indication is referencing how many courses are created using these tools. Obviously, fewer courses are created with the high end production. Bespoke = an item custom-made to the buyer's specification
- #13 Note: (10 minutes) 7:50-8 PM There are a lot of authoring tools – directories often list 50+ tool options. These are some of them of the leading or more popular tools. Go out to web sites of some tools Demo Captivate, Flash and Dreamweaver through Citrix All tools for authoring or developing content (combining media) for distribution as a course. Adobe suite http://www.adobe.com/products/elearningsuite/ (Captivate, Dreamweaver, Flash) http://www.adobe.com/products/authorware/?promoid=DJDVW (Authorware is mentioned in the book reading, but is becoming a less and less prominent tool) Students who took LTMS 500 in the fall have been exposed to Captivate. Some used it for there prototypes. Toolbook http://www.sumtotalsystems.com/products/content-creation/toolbook_overview.html?src=tbhome OutStart Trainer http://www.outstart.com/outstart_trainer.htm SmartBuilder http://www.suddenlysmart.com/index.htm Free Authoring Tool (with pricing for advanced levels of distribution) Udutu http://www.udutu.com/ Open Source Authoring Tools Xerte http://www.nottingham.ac.uk/xerte/ Open Source Web Development Tools Coffee Cup http://www.coffeecup.com/freestuff/ ($49.00 and they have a free version) Amaya http://www.w3.org/Amaya/ You can go out and view these on your own when you’re evaluating a tool – demos, trial downloads and web conference recordings In LTMS 518: eLearning Development there is hands-on work with Captivate, Dreamweaver and Flash
- #14 Note: (5 minutes) 8-8 :05 PM Analysis Online Discussion – will work on this more on Monday/Tuesday after everyone has chimed in on the discussion Difference between course authoring and web authoring tools? Multiple output formats for authoring tools (EXE, Flash (web page), Text, etc.) Browser-controlled delivery for web development versus browser-based delivery for authoring tools SCORM compliance built-in to many course authoring tools Authoring is proprietary source code in many cases – you can’t edit in any other tool When would you use one over another? Type of content, database connection, update content regularly Templates
- #15 Note: (5 minutes) 8:05-8 :10PM 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 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.
- #16 Note: (5 minutes) 8:10-8 :15PM eLearning Authoring Tools Strengths: WYSIWYG Templates Built-in features for eLearning Easily integrate media and interaction The potential to create highly interactive and highly engaging eLearning experiences without having to be a programmer Weaknesses: Cost in some cases (specialty tools) Difficult to integrate synchronous components with the tools and even difficult to integrate other asynchronous resources Often multiple tools needed to achieve desired results Often need to know some scripting language (not programming, but not WYSIWYG) Considerations: Development Resources Technical Support is often needed, especially as non-programmers get into advanced functions Training Skills needed Technical Layout Media Navigation Testing Packaging and Distribution
- #17 Note: (8:15 – 8:25) – 10 minutes.
- #18 Note: ( 20 minutes – 8:25-8:45) Podbean (5 minutes) Setup podbean account in class – sign up with your HU username (i.e. apetroski) This is where you will upload your podcast files for distribution Show how to get to the RSS feed in Podbean Jpodder – just remind them that they need to subscribe to their fellow students’ RSS feeds. Jpodder is one way to do that. http://www.jpodder.com/). Could also use NetVibes, iTunes, etc. Show them how to subscribe to a podcast feed through a feed reader. Work in Audacity (15 minutes) 1. Record something in Audacity 2. Edit (cut) in Audacity 3. Fade beginning/end in Audacity 4. Add background audio in Audacity (two tracks) Refer back to article that were assigned as media readings earlier in the semester. These addressed audio recording tips and tricks. Where to get background audio Myspace.com – from Lynda.com video http://www.jamendo.com/en/ http://www.musicalley.com/ Go over the podcast assignment Go over difference between information, interview and show (posted examples on Moodle) Outline, script and podcast turned in all at once Information podcast due Monday, March 8
- #19 Note: ( 5 minutes – 8:45-8:50) This screen and final screen with overview for next week Overview progress so far. Review that each person must make an addition/edit for each topic (in one of the six required sections for each topic). Plus add/edit a glossary term. Need to remove the list of topics to sign up for. That does not match up with the requirements of the assignment. If you completed the assignment, you’ll get points. If you didn’t complete the assignment please do so. (This is for my class, you can manage your class as you see fit.) Due: Thursday, February 18: Authoring Tools
- #20 Next class: eLearning site visit – meet at site Assignments: eLearning Development Site Visit Questions Read How to By E-Learning Systems, Tools, and Services report; Writing a Use Case for Evaluation Purposes (pgs. 33-34) Learning Technology Selection Report: Phase 1 – Due, Monday, February 15