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From these chapters, I took inspiration for my flowchart (there are some terrific examples in chapter 14), my storyboard (which will incorporate screen shots), and my script.
See the draft of my storyboard: Download file
I've decided that I will probably use paper for my prototype, given the ease of creation and low cost to the client. The client is pleased with this low-cost approach.
This week I have procrastinated and left a good bit of work to do for the weekend (completion of flowchart, storyboard, and prototype).
I have a meeting with Dr. Choi on Tuesday afternoon at which I will share my prototype. I plan to show depth rather than breadth, featuring just one lesson component but covering it fully.
I have collected screen shots of the different steps in the training script for one task (creating a new entry in MovableType). I will use these in a PowerPoint slide show to show the progression of the simulation in my prototype.
I'll be doing some Captivate training, too.
These chapters provide an overview of the tasks to be completed in the following phases: planning, design, and development.
The main guidance I've taken away from the readings this week are as follows:
1. The need to carefully plan via scripts, flow charts, and storyboards.
2. The necessity of working closely with the client to sign off at all stages of the process.
3. I plan to use most of the items on the sample evaluation form in chapter 12 for my own user surveys.
4. The style book the client wishes to follow is that of the Modern Language Association (which teachers use for all research projects in grades 7-12).
5. I had not thought about developing a glossary or a help menu before, and I think that will be an important complement to the module.
6. The navigation through the module will be a relatively easy component to plan for since the training is geared toward step-by-step instructions for specific tasks.
7. Using the charts in chapter 13, I have been able to develop a more thorough and accurate portrait of the learner group, and I have also identified the resources/hardware particulars.
The major categories for cost on this project are:
1. Consultant hours (the bulk of the expense):
Preparing video demos (including recording audio): 11 modules X 3 hours = 33 hours
Gathering teacher examples: 3 hours
Creating the online portal: 10 hours
Alpha and Beta testing: 4 hours
Total consultant hours: 50 (at $100/hr.) = $5000.00
2. Captivate software purchased through CDWG = $175.00
3. Disks to reproduce the simulation module as CD-ROMs and photocopying expenses for surveys/evaluations = $100.00
4. Future subscription to SurveyMonkey for collection of evaluation data: $25.00 per month X 3 months = $75.00
5. The simulation will be available via the school's network, so there won't be any web hosting expense.
Total cost of project: $5350.00
This week I've been gathering more data on my learner group, and I'll add this new information to my learner profile.
I've also been working on storyboards and scripts for the tasks identified by the client as necessary for the training.
The clients have signed off on both the task list and the learner analysis and the early sketch of the project. They are quite pleased with the choice to use Captivate and hope that this will transfer to further training modules.
I have scheduled some time to work on Captivate to prepare myself for the multimedia product creation phase after the storyboard is ready.
I've also been exploring several cost projection estimates for other people's projects to get an accurate figure for my own cost analysis.
As far as service hours go, I have offered my services to teachers planning tech integration projects (possibly training a middle school teacher in the use of Moviemaker, training teachers and students to use Microsoft Publisher, etc.).
Response to Chapters 1-3 Multimedia for Learning
Athens Academy embraces the constructivist approach to learning, but there is also a healthy balance of more traditional teaching practices. Also, we survey students every few years to determine their favored learning styles and to alert teachers to these patterns within their classes. Also, students examine their individual learning styles and develop strategies for applying these styles in the achievement of course objectives.
Teachers find if the student’s role in the classroom is to “construct” meaning, to explore, to generate authentic intellectual products, then the laptops are an extremely effective tool, one that is perfect for accessing ideas and information (and then processing it, organizing it, visualizing it, analyzing it, and presenting it).
Given that organizational structure, the arguments presented in chapters 1-3 in the Alessi-Trollip text inform the development of the MovableType training simulation in the following ways:
1. The module will focus on active learning, and it will appeal to a variety of learning styles (audio, visual, kinesthetic).
2. The trainees will experience both intrinsic and extrinsic motivation.
3. They will pursue the training in order to become more adept at using effective classroom and administrative tools, thereby facilitating their professional growth as teachers and administrators.
4. They will see a direct correlation between the training and their ability to provide informative and interactive environments for the school community.
5. They will perceive that the training will allow them to fulfill some of the requirements of their jobs.
6. The training will be purposeful, undertaken by faculty/staff in a just-in-time fashion. It will be directly applicable to the tasks they perform as educators.
7. The module will occur within the proper medium, as it is hands-on training on the computer that will directly transfer to the work they will do daily/weekly on the same equipment.
8. The module affords the opportunity for practice and direct application.
9. It is organized into types of tasks and offers opportunities for repetition.
10. The structure of the simulation will mirror the actual working environment for school-administered blogs, thus facilitating direct transfer and application, as well as supporting the purposeful nature of the training.
Learner Characteristics and Resource Analysis (Hardware, Network Access, etc.)
The Learner Group consists of 130 professionals at Athens Academy, a co-educational, independent, day school that runs from Pre-K to Grade 12. 110 teaching faculty and 20 administrative faculty are required to maintain MovableType blogs on the school's website. Most of the blogs function in an instructional capacity, facilitating the transfer of information within academic courses, but several of the blogs provide information regarding athletics, clubs, and school events.
The Learner Group, all with undergraduate degrees and many with advanced degrees, functions at a high level of technical expertise. Applying information and technology skills is an integral part of instruction at Athens Academy. Technology supports learning activities in the Media Centers and in the classrooms. Students are involved in instructional activities that require computer and media literacy.
Athens Academy began the Media Across the Curriculum Project in 1990, in partnership with the Bertelsmann Foundation, and in the ensuing years, has pursued the use of technology to enhance teaching and learning, utilizing evaluation to inform these developments.
The rationale for the infusion of laptop computers focuses on creating a “toolset” that can be effectively used in almost every curriculum area and can be used anywhere, anytime to facilitate writing, communication, visualization, resource use, and productivity. The laptop initiative at the Academy is predicated on the belief that computing has become an essential tool for thinking, problem-solving, and learning in the 21st century.
With this in mind, it is easy to see why managing their "webs" is important to the facilitation of classroom instruction and school administration. That is why the client has identified this training as essential.
Age range: 25-65
Median age: 35
Educational level: All with undergraduate degrees, half with advanced degrees
Motivation: All faculty and staff are required to maintain MovableType web logs for instructional, administrative, and informational purposes.
Prerequisite knowledge and skills: Learners have been using individual laptops for seven years, use email daily, have created web pages, and are thoroughly trained in the use of all Microsoft Office products.
Facility with a computer: See above.
Familiarity with the web: Learners use the web for professional and personal purposes, accessing information, purchasing equipment, maintaining class discussion board and web pages.
Typing ability: Excellent as a result of laptop use
Resources
Access to computers: All have school-issued laptop computers (most IBM Thinkpads, some Acer 230/290 TravelMates). The units have fast processors and enough RAM to accommodate the module easily. Units have CD/DVD drives.
Access to web: School has a wireless network and a T1 line for fast access. The school's web is a portal for instructional and administrative use of the internet.
School Network: The school maintains personal network folders for teachers and students, public drives for sharing files, and administrative drives (business, development, academic records, etc.).
This week, I've concentrated on breaking down the client's stated learning goals into a task inventory which will direct the script of the simulation.
See the "Task Inventory" by following the "Project Summary" link at right.
I've also identified the learner group with the help of the client, the Media and Tech department at Athens Academy.
See the "Learner Group" by following the "Project Summary" link at right.
In addition, I've read the supporting Instructional Design Model texts from Dr. Choi and chapters 1-3 in the class text. I've been reading with an eye toward the application of particular ID models for my MovableType training module.
See these summaries/applications by following the "Text Chapter Summaries" link at right.
Achievement of each of the following lesson goals (noted in bold below), requires mastery of the tasks listed below the goal.
Managing the MovableType Account:
Login, Changing Password
Structuring the Blog:
Creating Categories and Sub-categories, Modifying and Deleting Categories
Populating the Blog:
Creating New Entries, Modifying and Deleting Entries, Re-dating Entries, Modifying Text Style, Adding Links, Adding Email Links, Uploading Files, Uploading Images
Updating the Blog:
Rebuilding Files