Transcript Content development for successful e

NMIMS University, Mumbai
January 29, 2011
Gargi Banerjee, Shruti Dere, Kapil Kadam,
Sameer Sahasrabudhe, Sahana Murthy
In today’s workshop you will:
• Work in groups, get to know colleagues from other colleges
• Learn theory and practice of instructional design (ID)
• Apply ID principles to develop e-learning content for your class
• Identify physics concepts that would benefit from animation
• Develop Instructional Design Documents (IDDs) for animating
these concepts
NMEICT
• National Mission on Education through Information and
Communication Technologies
• Govt of India – MHRD initiated effort
• Enhance the current enrolment rate in Higher Education from
10% to 15 % by the end of the 11th Plan period
• Project OSCAR is part of this larger project
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http://oscar.iitb.ac.in
Form groups
• Write your preferred topics in your domain on the sheet of paper
• Call out for partners!
• Form groups of 3, similar topics
• Name your group
3 min only -- COUNTDOWN STARTS NOW
Think-Group-Share
What do you expect to learn from this Instructional Design
Workshop?
• THINK – 2 minutes, write your personal objective
• GROUP – Discuss answers in group, come up with group’s objective
• SHARE – with entire class
Technology of Education
vs.
Technology in Education
(or Technology for education)
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What makes an animation good?
When is an animation ineffective ?
You decide …
Long pages filled only with text.
User/student treated as passive reader.
Under-designed.
You decide …
Too many focal points, frills.
Content distracts from learning.
Over-designed.
What makes an animation effective?
e-learning content is effective
when it is based on:
• Sound subject matter content
• Learner-centered pedagogy
• Systematic Instructional Design
• Good visual design principles
Instructional Designing
• Definition :
Instructional design is the science of creating detailed
specifications for the development, implementation, evaluation,
and maintenance of situations that facilitate the learning of both
large and small units of subject matter at all levels of complexity.
[http://www.umich.edu/~ed626/define.html ]
• Steps :
•Analysis
• Design
•Development
•Implementation
• Evaluation
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Need Analysis
• Example
You are running a highly successful course every semester. The
college administration invites you to offer the same course as an
online Program. Here however the course is not very successful.
• The instructor is the same, the lecture notes are the same.
Where is the gap?
• Identifying the gap between current performance of your
students and the expected performance.
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Need Analysis
• Let’s do another example. What are some of the
problems you face while teaching your subject?
• Will visualization (animation/simulation) help bridge
this gap?
• If yes, should you do an animation or simulation?
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People say animation is used for..
• Cosmetic
•To break the textual monotony!
• Attention gaining
•To break the ‘static’ monotony!
• Motivation
•To use the motion and interaction to motivate users
• Presentation
•To present the concept in a impressive way
• Clarification
•To use animation to explain/clarify the concept
What purposes are important for you?
Some thoughts
• Computational power of performing calculations, and rendering
the visuals for the same
• Movement of the components in the topic
• Trajectory of the of the movement
• Making the invisible visible (atoms, fields...)
How to choose if a concept
should be animated?
Theory of selecting animation as a medium
Is Trajectory and Movement
inherent in the chosen topic?
YES
NO
What function is it
serving?
Presentation
Clarification
Animation may
be useful. But
depends on the
domain
Animation may not be necessary.
What is the purpose?
If Yes..
Which function
does it serve?
Cosmetic,
Attention,
Motivating...
Use sparingly
If No..
None
Animation is not
recommended
Theory of selecting animation as a medium
Is animation inherently tied
to your subject?
NO
Figure 1 is
sufficient
If Yes..
What subject structure is
Best classification of your topic?
Procedures
Equipment or context
not readily available
Facts
Principles/Rules
Skills
Concepts
• System impacted by
simultaneous influences
• Change over time
• Not visible to naked eyes
Animation
might not be
useful.
Yes
Animation might be
useful in explaining the
steps of the procedure
Animation is useful
in communicating
No
Group activity !
Select concept using graph
• Discuss possible concepts in your group
• Debate pros & cons
• Choose one concept
• Tell all of us your chosen concept
Different animations for different goals!
• Who will use it?
• Where will animation be used?
• What do we want the users to learn?
Who will use the animations
Learner Analysis
• Pre-requisites
•Prior Knowledge of topic area
• Motivation to learn
• Socio-economic background
• Educational Levels
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Where will animations be used
Context Analysis:
• Physical [Face-to-face /Distance education program]
• Technical [ Availability of the technical support]
• Socio-cultural [ norms & values of the learner]
• Constraints [ financial constraint, time or resource
constraint]
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Same concept, different animations
• http://www.cs.stir.ac.uk/~kjt/software/comms/jasper/SWP3.html
• http://www.site.uottawa.ca/~elsaddik/abedweb/applets/Applets/Sli
ding_Window/sliding-window/index.html
• http://www.osischool.com/protocol/Tcp/slidingWindow/index.php
• http://www.wetdirt.com/cisco_tranning/data/itm/routed/ip/rdiptcf.
htm
• http://www.theitstuff.com/cisco/ccna/learn-tcp-ip-with-beautifulanimation-video/
How to sequence and chunk content
Content Analysis
•Chunking
1. Definition of matter
1.1 Examples of matter
2. Properties of matter
2.1 Experiment to illustrate of Physical Property
2.2 Experiment to illustrate Chemical property
• Sequencing
• Discovery Learning
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What do we want users to learn?
From syllabus ….. to learning objectives
Today’s class
Section 2.3 from
textbook
Content from
syllabus
On completion of the
class, the student will
be able to
Outcome expected
Data
representation
Write syntax for
defining a floating
point variable
float x
Integer, floating
point, character
variables
Describe the
meaning of ‘float x’
Reserves one
location to store a
number in “floating
point” format.
Explain internal
representation of a
floating point
variable
Two components
of the number are
stored in separate
compartments.mantissa, and
exponent
Learning objectives
What do you want students to take away from the
day’s class?
– What skills, knowledge and attitudes do you want students to
develop?
– How will you structure the content of your material?
– What resources and strategies will you use in your instruction?
– How will you assess the students’ learning?
Constructing learning objectives
Indicates specific measurable performance outcome of learner
Don’t
Instead do
Need to be
understand pointers /
appreciate object
oriented programming /
know data structures /
internalize a sense of
confidence
Formulate using
“action” verbs:
identify, list, describe,
explain, solve, analyze,
design, compare
Specific and measurable
Lecture on character
arrays / Arrange field
trips
The student will be
able to
Concerned with
the learner
How to ensure users see what
we want them to see?
Functionality
Reliability
Usability
Proficiency
Creativity
Features of good animations
Teaching/learning perspective
• clear learning objectives
• interactive learning
• constructivist approach
• multiple representations
Group activity!
• Decide the target audience (Learner analysis)
• Where will the animation be used (Context analysis)
• How will you chunk and sequence the content?
• Write the learning objectives
WRITE all your ideas
This is part 1 of the Instructional Design Document!
LUNCH!!!
3 Phases to generate animations
• Concept selection
• Coding
3 Phases to generate animations
• Concept selection
• Instructional design
• Coding
Instructional Design Document
• Part 1 – Analysis – we did in morning
• Part 2 – Design – now
Master layout
• IDD template
What did you learn today?
Content, Skills, Fun ..
Did we meet learning objectives
of today’s workshop?
• Work in groups, get to know colleagues from other colleges
• Learn theory and practice of instructional design (ID)
• Apply ID principles to develop e-learning content for your class
• Identify concepts from your domain that would benefit from
animation
• Develop Instructional Design Documents (IDDs) for animating
these concepts
Many thanks to …
Sridhar Iyer
Malati Baru
C. Vijayalakshmi…
and the entire OSCAR team