Transcript Document

LANDS & REALTY MANAGEMENT
Phase II, Project Presentation
George Mason University
Distance Learning Program
Spring 2002
Mary Kay Alegre, Hasan Altalib, Sonia Arias
Kristin Knodt, Gerald Lacosta, Denis Richtarski
Overview of Presentation
I.
II.
III.
IV.
V.
VI.
About the project: Overview
The project design: Practical application of
instructional design theory
How the prototype was developed: Steps in the
design process
The product: Unveiling of the three course
prototypes
What’s Next? Recommendations
Q & A session
I. About Project
The client
– United States Forest Service (FS)
– GMU Distance Learning Program (DLP)
– Bureau of Land Management (BLM)
The instructional design challenge
– Forest Service - Convert binder based
correspondence courses to an online course
– BLM – Convert video based course to an
online course
II. Project Design
Instructional systems design theory
– Action learning theory
– ADDIE model
– Usage-centered design
The LRM team
The client/team relationship
The project web site
III.How Prototype was Developed
First semester 2001:
A - Analysis
Second semester 2002:
D - Design
D - Development
Future project phases:
I - Implementation
E - Evaluation
Iterative Design Process
Analysis
Design
Performance
Analysis
System Structure
Needs
Assessment
Functionality
Template
Flowcharting
Wireframes
Development
Prototype
ADDIE - Step 1: Analysis
Developing a project vision
“To develop an online learning system for students of lands
and realty management courses which provides access to
current, critical knowledge through an enhanced
instructional environment.”
Finding out what clients and users really need
– The needs assessment process
Team’s approach to determining user needs
The decision is made regarding which 3 courses:
– Foundations of Public Domain Management
– American Indian Rights and Claims
– Restoration of Lost Corners by Proportionate
Measurement
The three major outcomes of the needs analysis
Needs Assessment Outcomes
1.
Develop an enhanced learning environment
Including the addition of interactivity within
course environment and among learners and
instructor
More appealing content and shorter courses
Addition of case studies at various levels of
complexity and interactivity
Needs Assessment Outcomes
2. Provide current information
Courses design, modular format that allows for
easy updating
3. Provide immediate access to information
Courses that are portable and printable
Course that are accessible anytime from
anywhere.
Moving from Analysis to Design
How Needs Assessment outcomes were used to
make design approach decisions for next Phase
– Three sub-teams formed
– Database backed structure
– Creation of reusable templates
Translating needs assessment outcomes into
specific design priorities
Development of the design ranking document
ADDIE - Step 2: Design
Design Rankings Document
The document addressed the issues in the NA
and divided the information into three main
categories:
– Content related issues
– Learning system issues
– Administration / facilitation issues
Design prioritization of issues, Phase II, issues to
be addressed in future phases
Design Rankings Document
Functionality
Based on Needs Assessment and Use Case Maps
Functionality
System
My DLP
View /
Change
Student/ Instr.
Profile
Add/Drop
Course
File for Course
Extension
Contact DLP
View
Request
Assignments
Copy of Course
Calendar
View
Syllabus
View
Grades (TBD)
Login
E-mail
Instructor/
Students/
Admin
Discussion
Board
Logout
Course
My Course
Course Map
Glossary
Resources
E-Mail
Discussion Board
My DLP
Course Design Model
Learning Objects
David Wiley presents a succinct definition:
“Any digital resource that can be reused (object) to support
learning (learning object)”
The basic idea of an object-oriented database system is that
individual components of an application (the objects) should
be created once and then reused, extended, or modified.
With database and search technologies on the rise, LO
systems are being created to extend:
– content-reusability
– accessibility
– durability
– Interoperability
The end-result… the
achievement of sound technology-based learning.
Learning Objects
Initial First Step:
Team Met with Kate Murphy and Jim Burns
Kate shared her vision to divide course content into constituent
parts and to include metadata within each part
A brief overview of SCORM was given
Jim discussed technical implications as it applied to the DLP
database
Next Steps:
Team worked with Hanah to developed a naming scheme for the
chunking of course content (tests, quizzes, images, modules, etc.)
Team worked with Kate Murphy to develop metadata-tagging
scheme
Database Structure
Task Modeling
Definition: The structuring of the tasks that users
will need to accomplish (Constantine & Lockwood, 1999)
– The task models help develop a clear picture
of work to be supported
– This can also be known as the task flow – how
to get from Point A to Point B.
– I.e. How many clicks does it take to get through
a tool or functionality?
How we applied it?
Content Modeling
Definition: The tools and materials to be supplied
by the user interface, organized into useful
collections and the interconnections among these
collections. Its an abstract representation of
contents and various interaction spaces, and the
interconnections between them.(Constantine and
Lockwood, 1999)
How we applied it?
Task/Content Modeling
Content Sequencing
Course Navigation Flowchart
Provides a navigational map for the various
components of the course
Illustrates the user interactions through the course
taking experience.
Integral document for programming purposes,
which helped our programmer visualize the
course and build the system accordingly.
Provides the programmer with the
interdependencies that exist for the course
Navigation Flowchart
Wireframes
What is a Wireframe?
A model of a proposed Web site
Identifies the navigation scheme and location of
content within the site
Simple in design and thus allows for rapid
iterations/changes
No visuals
Wireframe
Style Guide
Navigation naming conventions
Page size and setup
Headings, font style, font size,
Course information details
Colors of links
Placement of video
Content chunking naming conventions
Style Guide
Designing Wireframes
Each Subteam
– Reviewed course content
– Reviewed information provided by SME’s
– Considered interactivity features
– Developed assessment features
Results
– Designed multiple versions of wireframes
– Due to content variations
Iterative Process
– Kept learner in mind
– Strived for clarity, usability and simplicity
Glossary Wireframe
Assessment Wireframe
Accessibility
Section 508 of the Rehabilitation Act
Did not use frames
Structured pages to facilitate screen reading like
use of heading tags (H1, H2)
Content requiring JavaScript viewable in an
alternative standard format
Used alt tags for graphics
Pop up windows opening in browser so full
functionality available
Use of strong and emphasis in place of bold and
italicized
Text equivalents for multimedia
Wireframes
Wireframes For the Future
Expandable
–
add additional content, activities, assessment
Interchangeable
–
–
switch around to create variety
Create different contexts
Reusable
–
–
use to develop new courses
Create modules with wireframes on specific topics and share
among courses
Usability
– affords consistency
– experience future courses intuitively
– create mental model
– spend time and energy on processing information
Storyboards
What is a Storyboard?
A wireframe with content
A screen by screen description of course content
Storyboard
ADDIE – Step 3: Development
Iteratively revisited design documents to develop
course specific HTML templates, which we
delivered to Hanna…
Layers were added to the wireframes by way of
content, graphics (jpg and gif), multimedia,
interactive modules, user-support tools, etc., all of
which are specifically named and linked to a
database for convenient retrieval
VI. Course Prototypes
1.
2.
3.
American Indian Rights and Claims
Restoration of Lost Corners by
Proportionate Measurement
Foundations of Public Domain
Management
V. Recommendations
Content
– Update timeline to include the 21st century and
incorporate meaningful maps and images
– Update all images
– FS and BLM define and finalize content
Interactivity:
– Incorporate and train facilitator to devise
interactive exercises
– Develop interactive and practice tools that allow
the learner to visualize through experimentation
and manipulation of variables (mini-microworlds)
– Develop scenarios and stories
Recommendations
Assessment:
– Incorporate additional interactive testing and
assessment tools
– Incorporate course evaluation
– Incorporate automatic test feedback and grading
(IR, Found.)
Functionality:
– Integrate discussion board functionality to content
– Integrate email functionality to content
– Include Upload and Post Work functionality and
link to content
– Add View Grades functionality
– Continue with 508 compliance
Thanks to All
Our most heartfelt thanks for everything they have done to get to
us where we are today go out to:
– Dr. Kevin Clark
– Hanna Zhou
– Joann Wray
We offer our sincere gratitude for their leadership and
extraordinary cooperation to:
–
–
–
–
–
–
–
Bill Woodland
Kate Murphy
Susan Beale
Tim Kent
Mark Dixon
Les McConnell
Marsha Butterfield
And to Brenda Mueller for all the behind the scenes magic
We couldn’t have done it without all of you!
VI. Questions & Answers
QUESTION AND
ANSWER FORUM
?