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The Real China Tutorial Presentation IT 636 by:  Houbin Fang
Introduction The Real China CD-ROM tutorial is created to help users learn Chinese culture and know a real China .
Needs Assessment More than two million English-speaking people go to China every year for all kinds of reasons and many of them are interested in China. Furthermore, even more people want to know China who do not have time to go there. IS NEEDED!
Needs Assessment Needs assessment questionnaire  20,000 English-speaking people were received emails contained this questionnaire. 19,036 of these people replied qualifiedly.
Needs Assessment Results The results from the questionnaire indicated there was a great need for a CD-ROM based tutorial to help people know a real China.
Goal to provide the real and beneficial information and knowledge of China for those people who are interested in this mystery country.
Rationale Needs assessment survey indicated a need for a CD-ROM based tutorial. Using multimedia technology to design this tutorial has more advantages than other format, such as books, TV, or internet.
Learners Analysis (1) Target Audience:  - College students and educators. - The general public who are interested in China. Age ranges from 20-50 From high-school to Ph.D.
Context Analysis Requirements: Computer with CD-ROM drive Window me or higher 32 MB or bigger of RAM Sound card, Video card, speaker Flash Player 9 or higher, window media player Tutorial includes: Technical help Navigation
Design Team The design team selected has an assortment of knowledge, education, skills, and experience within each area assigned to him/her, and the Chinese culture as well.
Project Manager:  Billy Needleman  Responsibilities:  Making plans and schedules for the development of this tutorial  Delegates responsibilities to other members Agent to the client
Subject Matter Expert Group:  Tobin Washington, Mary Yang, Ben Fang  Responsibilities:  Giving advice concerning the appropriate use of content Making sure the accuracy of the translation  Setting the pace and composition for this tutorial.
Instructional Designer:  Laurel Walker   Responsibilities: convene meetings and give updates on the relationship between content and instructional goals.  assesses the needs of the project and prepares proposals in order to meet those needs.
Systems Analyst:  Karen King  Responsibilities: Analyze and modify the design system
Programmer: Kris Hack  Responsibilities:  Responsible for the creation and maintenance of the computer programs Maintain the machine executable digital files.
Artist and Multimedia Specialist :  Lee Davies  Responsibilities: Locate and secure settings, properties, effects, and the format of the CD-ROM tutorial Observing the peripheral equipment operation and error messages displayed on the terminal monitor to detect faulty output or machine stoppage Helping design the graphics to be used in the tutorial and screen layouts that would be most attractive and appealing to the target audience
Translating Expert :  Lily Chang  Responsibilities: Translate some material from Chinese into English Make sure all the translations are right.
Testing and Evaluation Expert :  Randy Davies  Responsibilities: Design, distribute, and analyze evaluation surveys Helping the design team collect feedback and make appropriate revisions to the tutorial
Maps Course Map Lesson Map
Task Analysis/Concept Map The purpose of the task analysis is to represent or organize knowledge.  The task analysis shows relationships between the concepts that are being presented. Concept Map
Performance Objectives The Performance objectives help the user identify the knowledge and information that they can gain from this tutorial. Performance Objectives
Cognitive Strategies During the process of using  The Real China  Tutorial,   the user will have the advantage of multiple cognitive strategies to address most learning styles.
Attention/Selection Perception Outlining: color and navigation bar. Resources section and images Audio and video offer users more information
Rehearsal Repeating Images, audio, and video Colorful texts  Quiz and exercise
Semantic Encoding Choosing units and lessons to learn Implication Back button to reinforce skills Feedback (Quiz)  Semantic Encoding In order to help learners use prior knowledge gained in the tutorial to understand other related lessons, background knowledge will be offered as well as some relevant links. For example, at the beginning of the Spring Festival section, the tutorial will introduce the users to situations about the Qin Dynasty and when people first started to celebrate the festival.  Also, the origin part of Spring Festival is related to the Qin Dynasty which is in the history unit, so some links may be offered to the Qin Dynasty subunit if learners want to review the knowledge in that part (the Qin Dynasty will appear in the History Unit which is ahead of Spring Festival part).
Retrieval Graphics, video to show examples to users. Summary in the first page of each unit. Quizzes.
Executive Control Affective strategies Buttons: Back, Previous, and Next (control over the pace)  Titles (monitor positions and progress) Preview questions Quiz  (evaluation, feedback)
Instructional Strategies The tutorial uses the “Nine Events of Instruction”
Gaining Attention Visual and auditory stimuli Graphics Videos Sounds Music
Informing Learner of Objectives Objectives will appear on the first page of each Subunit and lesson.
Recalling Prerequisite Learning   The tutorial builds upon each unit and the content are related. Glossary helps users a chance to recall prior learning.  Generalization about preview lesson at the first page.
Presenting Stimulus Material Colorful texts and animation. Internet links Video clips Graphics
Providing Learner Guidance Navigation features (title, buttons) Help feature  Glossary
Eliciting Performance First page of each lesson (two part) Quiz
Providing Feedback The learner will be provided with feedback during each quiz.
Assessing Performance Quizzes .  Exercises
Enhancing Retention  and Transfer Users will use the information gained in the tutorial when they go to China or do some research on Chinese culture.
Interactivity Reactive level-Learner cannot quit during a lesson.  Coactive level-Learner chooses what lesson to view, option to complete additional learning activities, and tutorial is self-paced not timed. Proactive level-When learner clicks on an icon something else happens (video, Audio,  & Pictures.)
Feedback Quiz feedback: given during the quiz at the end of each subunit.  Exercise feedback: given during the quiz at the end of each lesson.
Assessment Strategies Selected-Response Assessment - To determine students’ mastery of a large body of content  - To assess a wide range of cognitive capabilities Constructed-Response Assessment - Need to construct an answer - Final quiz, short answer questions
Formative Evaluation Formative evaluation is an ongoing analysis  of the design of the tutorial during the development of implementation.  - Learners - Subject Matter Expert  - Translation Expert Formative Evaluation Checklist
Summative Evaluation The summative evaluation was completed after the program’s cycle. - Judge the worth/merit of the tutorial.  -  Instructional Effectiveness - Instructional Efficiency  Summative Evaluation
The Real China Tutorial

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The Real China Tutorial Report

  • 1. The Real China Tutorial Presentation IT 636 by: Houbin Fang
  • 2. Introduction The Real China CD-ROM tutorial is created to help users learn Chinese culture and know a real China .
  • 3. Needs Assessment More than two million English-speaking people go to China every year for all kinds of reasons and many of them are interested in China. Furthermore, even more people want to know China who do not have time to go there. IS NEEDED!
  • 4. Needs Assessment Needs assessment questionnaire 20,000 English-speaking people were received emails contained this questionnaire. 19,036 of these people replied qualifiedly.
  • 5. Needs Assessment Results The results from the questionnaire indicated there was a great need for a CD-ROM based tutorial to help people know a real China.
  • 6. Goal to provide the real and beneficial information and knowledge of China for those people who are interested in this mystery country.
  • 7. Rationale Needs assessment survey indicated a need for a CD-ROM based tutorial. Using multimedia technology to design this tutorial has more advantages than other format, such as books, TV, or internet.
  • 8. Learners Analysis (1) Target Audience: - College students and educators. - The general public who are interested in China. Age ranges from 20-50 From high-school to Ph.D.
  • 9. Context Analysis Requirements: Computer with CD-ROM drive Window me or higher 32 MB or bigger of RAM Sound card, Video card, speaker Flash Player 9 or higher, window media player Tutorial includes: Technical help Navigation
  • 10. Design Team The design team selected has an assortment of knowledge, education, skills, and experience within each area assigned to him/her, and the Chinese culture as well.
  • 11. Project Manager: Billy Needleman Responsibilities: Making plans and schedules for the development of this tutorial Delegates responsibilities to other members Agent to the client
  • 12. Subject Matter Expert Group: Tobin Washington, Mary Yang, Ben Fang Responsibilities: Giving advice concerning the appropriate use of content Making sure the accuracy of the translation Setting the pace and composition for this tutorial.
  • 13. Instructional Designer: Laurel Walker Responsibilities: convene meetings and give updates on the relationship between content and instructional goals. assesses the needs of the project and prepares proposals in order to meet those needs.
  • 14. Systems Analyst: Karen King Responsibilities: Analyze and modify the design system
  • 15. Programmer: Kris Hack Responsibilities: Responsible for the creation and maintenance of the computer programs Maintain the machine executable digital files.
  • 16. Artist and Multimedia Specialist : Lee Davies Responsibilities: Locate and secure settings, properties, effects, and the format of the CD-ROM tutorial Observing the peripheral equipment operation and error messages displayed on the terminal monitor to detect faulty output or machine stoppage Helping design the graphics to be used in the tutorial and screen layouts that would be most attractive and appealing to the target audience
  • 17. Translating Expert : Lily Chang Responsibilities: Translate some material from Chinese into English Make sure all the translations are right.
  • 18. Testing and Evaluation Expert : Randy Davies Responsibilities: Design, distribute, and analyze evaluation surveys Helping the design team collect feedback and make appropriate revisions to the tutorial
  • 19. Maps Course Map Lesson Map
  • 20. Task Analysis/Concept Map The purpose of the task analysis is to represent or organize knowledge. The task analysis shows relationships between the concepts that are being presented. Concept Map
  • 21. Performance Objectives The Performance objectives help the user identify the knowledge and information that they can gain from this tutorial. Performance Objectives
  • 22. Cognitive Strategies During the process of using The Real China Tutorial, the user will have the advantage of multiple cognitive strategies to address most learning styles.
  • 23. Attention/Selection Perception Outlining: color and navigation bar. Resources section and images Audio and video offer users more information
  • 24. Rehearsal Repeating Images, audio, and video Colorful texts Quiz and exercise
  • 25. Semantic Encoding Choosing units and lessons to learn Implication Back button to reinforce skills Feedback (Quiz) Semantic Encoding In order to help learners use prior knowledge gained in the tutorial to understand other related lessons, background knowledge will be offered as well as some relevant links. For example, at the beginning of the Spring Festival section, the tutorial will introduce the users to situations about the Qin Dynasty and when people first started to celebrate the festival. Also, the origin part of Spring Festival is related to the Qin Dynasty which is in the history unit, so some links may be offered to the Qin Dynasty subunit if learners want to review the knowledge in that part (the Qin Dynasty will appear in the History Unit which is ahead of Spring Festival part).
  • 26. Retrieval Graphics, video to show examples to users. Summary in the first page of each unit. Quizzes.
  • 27. Executive Control Affective strategies Buttons: Back, Previous, and Next (control over the pace) Titles (monitor positions and progress) Preview questions Quiz (evaluation, feedback)
  • 28. Instructional Strategies The tutorial uses the “Nine Events of Instruction”
  • 29. Gaining Attention Visual and auditory stimuli Graphics Videos Sounds Music
  • 30. Informing Learner of Objectives Objectives will appear on the first page of each Subunit and lesson.
  • 31. Recalling Prerequisite Learning The tutorial builds upon each unit and the content are related. Glossary helps users a chance to recall prior learning. Generalization about preview lesson at the first page.
  • 32. Presenting Stimulus Material Colorful texts and animation. Internet links Video clips Graphics
  • 33. Providing Learner Guidance Navigation features (title, buttons) Help feature Glossary
  • 34. Eliciting Performance First page of each lesson (two part) Quiz
  • 35. Providing Feedback The learner will be provided with feedback during each quiz.
  • 37. Enhancing Retention and Transfer Users will use the information gained in the tutorial when they go to China or do some research on Chinese culture.
  • 38. Interactivity Reactive level-Learner cannot quit during a lesson. Coactive level-Learner chooses what lesson to view, option to complete additional learning activities, and tutorial is self-paced not timed. Proactive level-When learner clicks on an icon something else happens (video, Audio, & Pictures.)
  • 39. Feedback Quiz feedback: given during the quiz at the end of each subunit. Exercise feedback: given during the quiz at the end of each lesson.
  • 40. Assessment Strategies Selected-Response Assessment - To determine students’ mastery of a large body of content - To assess a wide range of cognitive capabilities Constructed-Response Assessment - Need to construct an answer - Final quiz, short answer questions
  • 41. Formative Evaluation Formative evaluation is an ongoing analysis of the design of the tutorial during the development of implementation. - Learners - Subject Matter Expert - Translation Expert Formative Evaluation Checklist
  • 42. Summative Evaluation The summative evaluation was completed after the program’s cycle. - Judge the worth/merit of the tutorial. - Instructional Effectiveness - Instructional Efficiency Summative Evaluation
  • 43. The Real China Tutorial