Transcript Slide 1

Deepak Kumar
Sri Harsha Kolar
Deepak Sarpangal
Phuong Pham
Introduction to Concept Maps
Course Project, EDUC 391, Fall2005
INTRODUCTION
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Objective
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Design and develop a web-based course
‘Introduction to Concept Map’
Instructional Systems Design Model
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Analysis
Design
Development
Implementation
Evaluation
ANALYSIS
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Cost Analysis
Gap Analysis
Audience Analysis
Needs Analysis
Performance
Cost
Concept map
Elearning
Course
Audiences
Organization
Individuals
needs
ANALYSIS
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Cost Analysis
Development costs for materials
 Costs of classroom instructors' time
 Production costs of materials
 Cost of purchasing prepackaged content
 eg videos and course text
 Incidental costs such as rental of
equipment or space for training
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Cost
ANALYSIS
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Gap Analysis
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The "needs" of the organization minus the present
performance level equals the gap
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Gap between student’s abilities at present and their
future ability ( or their abilities before and after
studying the concept map course )
Performance
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Gap between the SU Education school performance
now and its goal in the future
ANALYSIS
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Need Analysis
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The "needs" of the organization minus the
present performance level equals the gap
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Stanford Social Science and Education schools
needs to produce the best students in
Education and Social Science majors in the
world
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Student needs to retain and apply what study
and what gain from the education system to
solve their future career problems
Organization
Individuals
needs
ANALYSIS
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Audience Analysis
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Background (knowledge, experience, and training)
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Needs and interests
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Targets undergrad students of social science majors in Stanford University
Have a medium level of English and basic computer skills of Microsoft windows, Mac
OS
Ages from 19 to 25
Audiences
Interested in organizing learning materials, summarizing lectures and share with
others
Prefer watching video to reading text.
Other demographic characteristics
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Able to access an internet connection at home or at schools. Need to learn concept
map for a short time and use it effectively for a schooling period.
Being interactive.
DESIGN – ABCD
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Audience
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Behavior
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Behavior
ABCD
Checklist
Conditions
Degree
Explain the components of a concept map
Describe context in which concept map useful
Create a concept map
Conditions
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Primary: Graduate students
Secondary: Working professionals
Audience
Given an existing concept map, using IHMC appl.
Degree
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95% accuracy
DESIGN – OBJECTIVES
COURSE OBJECTIVES
PRIORITY / WEIGHT
Given an existing concept 20%
map, explain the various
components.
Describe when and in
40%
what context a concept
map would be useful.
Using IHMC application,
40%
create a concept map
with 95% correct steps.
DESIGN – CONTENT OUTLINE
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Introduction
Concept Maps
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Creating a Concept Map
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Concept
Procedure
Conclusion
Assessment
DESIGN – RATIONALE
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Multimedia Principle
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Exceptions to Modality Principle
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Practical constraints
ROI considerations
Relevance
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Using both text and graphics enhances learning
Potential for customization
Assessment Questions
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Considered audience, constraints, objectives
Multiple choice vs. “Click-in-Picture”, etc.
TECHNOLOGY SHOPPING
LIST
Producer
Host
Customer
Hardware
Dell desktop,
Toshiba, Dell
and Compact
laptops
2-Dell servers:1 for SU library and lap
data, Email.1server computers; Su
for multimedia and students’ laptops
application.
Network Adapter Intel Pro 1000MT
Dual Port
Network
connection
Speed:
DSL100 MBps
Speed: DSL100
MBps
Speed: DSL+
10MBps
Software
DreamWaver
Screen
capture:
Camtasia
Captivate
Web Server:
Apache, MySQL,
PHP;
File Transfer –
SecureFX,
OS server: LINUX
Internet browser:
IE 6.0; firefox;
OS platform:
windows; Mac,
Linux, real player
Modules and
Sub-Sections
PROTOTYPE
Navigation Links
Clearly Defined
Logo and
Title
PROTOTYPE
Links for
Smooth Flow
DEVELOPMENT
Module Title
Introduction
Topic Title
Course Overview
Welcome to the course Introduction to Concept
Maps! This course aims to explain Concept
Maps, the advantages of using Concept Maps,
and how to create and use Concept Maps using
the Institute for Human and Machine Cognition
(IHMC) Concept Mapping tool to organize your
ideas.
Content
Audience
* Primary: The primary audience group for
our Concept Map Basics course is Graduate
students.
* Secondary: The secondary audience group
for our Concept Map Basics course is working
professionals.
Relevant
Pictures
IMPLEMENTATION
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Standard Tests
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Accuracy Test
Functional Test
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Other Considerations
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Information Architecture
Interactive Elements
Multimedia Principle
Usability
User Experience
Motivational Elements
Universal Access
Personalization Principle
Practice Principle
Collaborative Learning Principle
Learner Control Principle
WEB TECH APPRAISAL
Title:
Introduction to Concept Maps
URL (if any):
http://ldt.stanford.edu/~deepakk/concept/maps.html
Subject Area:
Software Application
Audience:
Graduate students
Length:
Sequence:
Linear and modular
Objectives:
Given an existing Concept Map, explain the various components of the Concept Map.
Describe when and in what context a Concept map would be useful.
Using the IHMC application, create a Concept Map with 95% correct steps.
Meets curriculum needs
Accurate & Current
Clear and concise
Arouse motivation
User Control
Help/User Guide
Navigation(ability)
AVG Page Load
High
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Medium
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Low
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Web Technologies incorporated:
[√] HTML Pages
[√] Flash
[] Animated GIF
[] Meta Tag
[] Java
[] Javascript
[] Other, Specify:
[] Streaming Video
[] Non-streaming Video
Comments
[] CSS
[] ActivX
Client Network Bandwidth to the Internet
[] <56Kbps []>1.54Mbps
[√]>10Mbps
[]>1Gbps
Client Device: [] PDA []Cell phone
[]Other, specify_____________
Browser:
[√]PC
[]___________
[] Netscape Navigator [√]Internet Explorer [√]Firefox
Description of Hosting Infrastructure if known
Server:___-_____________________________________________________________
Network:__-____________________________________________________________
Other:_____-____________________________________________________________
(OS, Database, Application – Windows 2003, Solaris, Linux RedHat, PHP, IIS, Apache, Oracle, MS SQL,
Testing parameters
Language
Language is grammatically correct
Sentences use active voice
Course is free of typographical and spelling errors
… more
WBT TESTING CHECKLIST
Assessment
Assessment questions are challenging, with plausible
distracters (not giveaways)
Assessment distracters are not ‘None of the above’ and
‘All of the above’
… more
Graphics
Graphics do not have any dithering, artifacts, and pixilation
Graphics are not stretched or skewed
Graphics are the same size on all pages
… more
Standards
Module pages use correct page numbers
Correct font style and size for page titles, subheadings,
and content
Standard lines for course introduction and conclusion
… more
Checked?
(Yes/No)
Comments
EVALUATION
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Pilot Field Trial
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Feedback by
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Observation
Video taping
Questionnaire
Assessment results
Think aloud
… Application Demo...