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Chapter 7 explores Simulations (Physical, Iterative, Procedural, and Situational).

For my project, the most useful focus, of course, is the section on Procedural Simulations, which "teach a sequence of actions to accomplish some goal" (221).

The usefulness of simulations arises from their ability to mimic reality without consequences if the user has not mastered the skills yet (or goofs!). This makes them especially appealing for my project because they will feature high FIDELITY to the actual procedures trainees need to learn, but the simulations will allow trainees to practice these procedures without fear of failure. They want to learn how to manage their blogs, and they can do so without "messing up" these blogs in the process of learning.

The DELIVERY MODE for this training will mimic the environment trainees will actually use when they set out on their own to work on their blogs; therefore, this contributes to the "real world feel" of the training.

After reading the text and discussing MOTIVATORS with Dr. Ike, I have adapted the online portal for the training to include a section featuring teachers' best practices. This will serve to encourage and inspire the faculty/staff trainees in the creative and effective use of their blogs. This will motivate them to learn the procedures to manage their webs!

Posted by Ms. Hunt at 11:07 AM | Permalink

The most useful topics covered in Chapter 15 include the following:

1. Time Management: The MovableType training project is really so well supported by the client's Subject Matter Experts (with manuals and ongoing face-to-face training already prepared and occuring) that managing the production of demos and simulations is the only task to balance at this point.

2. Budget Management: After discussions with Dr. Ike and the creation of the prototype, I am going to assess each video simulation training module as an hour's work. I may need to increase this to an hour and a half after recording audio in the soundbooth and importing it into the Captivate files.

3. Recording Audio: Speaking of recording...Dr. Ike says this is the most important aspect in terms of establishing quality in the minds of clients and trainees. The sound quality needs to be high! Also, according the text and the requirements of the studio course, the audio component is necessary to make the training accessible to sight-challenged users.

4. Alpha and Beta Testing: The client has identified two groups of faculty/staff who will work through the modules and give feedback at two stages of development. Alpha testing will begin next week. We plan to make these sessions informal. Respondents will work through the modules while we observe, and then they will be interviewed to glean useful feedback.

Posted by Ms. Hunt at 10:37 AM | Permalink

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.

Posted by Ms. Hunt at 04:02 PM | Permalink

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.

Posted by Ms. Hunt at 09:07 AM | Permalink

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.

Posted by Ms. Hunt at 09:53 PM | Permalink