Review of Instructional Design Template

11 step instructional design process as presented in the text:

1. Identify your underlying goal

            -Instructor must define and clearly set expectations of what the course entails

2. Analyze learners' needs and abilities--Learning Activities

 -(Add an analysis of content and instructor needs/abilities/preferences-Professor Newberry).

            -Create learning surveys that result in overall best practices for your class

3. Identify what to teach

            -What objectives do you want to start with and later end with?

4. Set learning objectives

            -Have I clearly set my objectives? Is my class self-sufficient?

5. Identify prerequisites

            -What course(s) are required to enter the course?

                          -Public Administration, Business Management, Information Security course(this helps to ensure a student will understand the business and legal aspects of online course development upon entering the course).

6. Pick the approach to meet each objective

            -What assignments are due to see if the students understand the material?

7. Decide the teaching sequence of your objectives

            -Lecture, assignment, discussion board…Online Midterm and Final Examination

8. Create objects to accomplish objectives

            -What practice items and assessment items will I use?

9. Create tests (Add other methods to determine whether or not objectives are met as appropriate-   Professor Newberry). What forms of tests will my students excel in?

10. Select learning activities-What forms of interaction are my students familiar with?(Should be incorporated into Step 2).

10.5 Development and Testing

            -Creation of the test

            -Analysis of the test

            -Review sequences of the test

            -Will the test satisfy end user needs?

            -Is the test secure?

            -Is this type of test a proper way to measure what the students have learned?

            -Reviewed again by a subject expect team for approval (Network Administrators, IT Crew, and instructor)

Inquiry about Successful eLearning

1. According to the Five eLearning Components, “there are five eLearning components that are essential for all successful online courses. Understanding these components will help you design and develop a course that meets computer-based training objectives. Each eLearning component plays an important role in designing an online course” (par.1).

The five components are course structure, page design, usability, content engagement, and most importantly, audience. These components are essential in the design and development of any course.

Course Structure: The success of any online course comes from a straightforward, explicit course plan. A student taking an online course relies on instructor information to enhance critical thinking and reach instructor expectations. The development of this course plan should be discussed with an Instructional Design team in order to ensure a positive academic experience. The structure should “group content into logical modules, incorporate interactive concepts, and use pictures/graphics to help explain ideas, concepts, or statements” (par.10).

Page design is essential in gaining a student’s attention. If a page is bland or with too little or too much information, the learning experience will be lowered. In addition, “navigation must be intuitive, appearance must not hinder the learning process, the balance between text and graphics is critical, white space in good, and consistency is golden, ease of scanning is imperative, and chunking information is crucial” (par. 11).

Content Engagement is where a student more or less forms an independent relationship with the content presented to them. The more structured and relatable the content is, the higher the chance the student will exercise-free thinking and exude an expertise over the material presented to them. To keep learner’s involved, “use hyperlinks for additional concepts, explanations, and definitions, incorporate interactive graphics such as animations or simulations,  provide additional options/choices for the learner, incorporate quizzes, tests, skill assessments, keep activities focused on the course objective, and avoid letting the technology overshadow the course objectives” (par. 13).

Usability refers “the testing of eLearning content and application...Verify that all links work properly, ensure that activities function as designed, inspect content to ensure that grammar and spelling are correct, ensure that graphics are visible, verify that the course works appropriately in all applicable server environments, verify that screen resolution works for the intended audience, and verify that course objectives and expectations are met” (par. 14).

Audience refers to the end user. If not for an adequate audience (the students), the course may not even exist. It is important to remember that at the end of the day a university is still running a business, so creating and promoting a cost-effective class structure is essential. This is why it is so important to advertise the content of the course, create an engaging learning atmosphere, and help to shape lifelong learners.

2. I believe the future of eLearning is bright.  As a student who has participated in online courses in both my undergraduate days and now in my current graduate courses, there is definitely a new sense of academic perspective. Learning is different structurally, but expectations, assignments, concepts, and even interaction is just as if the class were face-to-face. There are deadlines and means of communication that are essential. The general atmosphere of the course may be different, however, expectations are always attainable. In addition, I believe that eLearning will continue to thrive due to many industries asking for higher education or the unemployed having no choice but to go back to school. The art of eLearning may actually save person money, since they do not have to drive to their university. Also, online learning helps learners create a stronger self-reliance on themselves and improve their technology skills. According to John Engler’s, STEM Education Is the Key to the U.S.’s Economic Future,  Engler is quite secure that our economic downtown will change with more people employed in the science, technology, engineering, and mathematics fields. He adds, “according to the recently released study from Change the Equation, an organization that supports STEM education, there are 3.6 unemployed workers for every job in the United States. That compares with only one unemployed STEM worker for two unfilled STEM jobs throughout the country” (par. 4).

3. The Instructional Design and Development crew has been addressed a great deal throughout the quarter and would include a graphic designer, a video editor, and a web programmer.

A) The web developer, according to The development of online courses (2004), creates an atmosphere of confidence and illustrates content and interactive options available. In addition, an organizational template is used that emphasizes evident “learning objectives” [provided by the instructor] (par. 37). A course template will inevitably be enhanced with the web developer who will, “help the instructor to use tools to make the course interactive, such as e-mail and chat utilities; working with the graphic designer to conceptualize the screens, backgrounds, buttons, window frames, and text elements in the program. This creates interactivity, and creates story boards” (par.37).

The role of the graphic designer would include any technical drawings related to the PowerPoint, the development of templates, icons, and graphics to enhance the content presented. Great tools that could be used are Adobe Photoshop, a tool to format images, and Macromedia Freehand, used for creative design. The programmer would use specialized tools to increase the interactivity in the PowerPoint presentation. There are two tool classes: code-based programming language and graphical user interface (par.43). Open-source code-based programming language includes:

•          Hypertext markup language-page requests are sent to server and World Wide Web if needed in PowerPoint presentation
•          Java-enables chat, games, and computing
•          JavaScript-creates user interface and websites
•          Perl-programming language
•          MySQL-database language
•       Proprietary GUI web-development software packages include:
•          Macromedia-macromedia tools for software CDs
•          Microsoft .NET and Visual Basic-enables programs like PowerPoint to run
•          Adobe GoLive, Photoshop-manages web sites; enhances imagery

The Digital Video Editor would help in the development process by helping in the creation of any videos needed to be used for the online course. There are universal components in any editing software such as “dragging and dropping”, transitions, sound tracking, and storyboard techniques. The editor has knowledge of audio, visual, and S-video inputs and outputs (Brown, 2006). A culmination of this Instructional Design team will create a successful, professional, and aesthetically pleasing video. 

B) I greatly enjoy web development. Page design comes from the feedback of an instructor; however, there is much independence in creating a layout to any online course. I would make sure to add an artistic touch to the web page to keep the students engaged and ready to learn more.  I want to illustrate content and create an academically pleasing atmosphere for the students.

C, D, E, F) The type of course template I would like to create would be for a business- centered Instructional Technology course. This course would focus on business administration and management in developing online courses. In addition, cyber security foundation will be discussed along with how emerging technologies may affect the status of online learning. This course will also examine eLearning planning and practice applications in a business setting.

According to Theory and Practice of Online Learning, presented are a few business elements required of any online course:

·         The World Wide Web: The transition from predominately print-based curricula presented in electronic format. This would also enforce the needed use of open-source software required of online development.

          -How do we keep development cost-effective?

          -How do we ensure the safety of or course? Copyright and intellectual   property?

·         Communication: The dramatic expansion of computer-mediated communication system to facilitate electronic distribution

          -Email correspondence between students and staff

          -Computer conferencing between students and academic staff

·         Command line: The provision of library, registry, and other student support services

          -Access to electronic databases

          -Electronic formative and summative information

          -The provision of assistance to students learning to use systems (x)

Resources

Brown, Z. (2006). Digital video editing. Educational Technology. 23 November 2012. Retrieved from

http://edtech.wetpaint.com/page/Digital+Video+Editing

Caplan,D. (2004). The development of online courses. Design and Development of Online Courses.

            23 November 2012. Retrieved from http://cde.athabascau.ca/online_book/ch7.html
              

Engler, J. (2012). STEM education is the key to the U.S.’s economic future. US News.

                Retrieved from http://www.usnews.com/opinion/articles/2012/06/15/stem-

                education-is-the-key-to-the-uss-economic-future

The Five eLearning Components.  Instructional Design Expert. Retrieved from

                http://www.instructionaldesignexpert.com/eLearning_Components.html

Theory and Practice of Online Learning. Toward a Theory of Learning Online.

                Retrieved from http://cde.athabascau.ca/online_book/pdf/TPOL_book.pdf 

Games and Simulations: No Need for An Instruction Manual

1.Games and simulations are modern day approaches to enhancing successful eLearning. Games may seem like a waste of time and not educational, but according to Diana Oblinger’s (2006), Simulations, games, and learning, “games are complex, take up to 100 hours, require collaboration with others, and involve developing values, insight, and knowledge. They are immersive virtual worlds that are augmented by a more complex external environment that involves communities of practice, the buying and selling of game items, blogs, and developer communities” (p.1). Games have become systems geared toward learning. In addition, games do not require an instruction manual, its instructions have already been programmed and its interface has a visual and auditory visual appeal for its audience.

In referencing simulations, “simulations and visualization tools make it possible for students to bridge experience and abstraction helping to deepen understanding of ambiguous or challenging content” (Thomas,p.6).  Simulations are great examples of complex and meaningful interaction. They are the trial and error process of creating and testing a game. In eLearning, this interactivity is essential to help an instructor develop a learning style that compliments their students.  In a simulation a student can create a question and later receive feedback.

2.  The key characteristics of simulations are collaborative workings and operability with e-Learning management systems (Thomas, p.9). In addition, the synchronous sharing of simulations is essential to enhance communication. “This includes concurrent access to the same running simulation models, different visualizations to suit the varying roles and preferences of users, and access controls to allow each user appropriate access to the model variables” (Thomas, p.8).

3. The strengths and advantages of games and simulations are that “simulations provide group experimental learning, the exploration of multiple perspectives, and the use of collaborative learning to develop and share alternative views” (Thomas, p. 4). The strengths of games are its cognitive advantages. Games are repetitive and played over and over again. This also includes the problem-solving advantage, where a player cannot move on to the next round until the level is completed successfully. Another advantage is the immediate feedback that a game brings along with its transferability of cognitive elements (Games and Simulations, 2012, Par. 9).

4. The weaknesses and disadvantages of games and simulations are that simulations need to improve on the cost of production (faster, more efficient processes) and improve quality in the end product (increased reusability)( Games and Simulations, 2012, par. 5). In terms of games, eLearning professionals “need to leverage 3D virtual immersive environments for real, contextual-based learning” (Games and Simulations, 2012, par. 12). In addition, subject matter experts need to be aware of other game products on the market and keep up to gain a competitive advantage. 

5. As an after-school teacher for first and second graders, I understand this is the age where most of their learning is obtained through visual and auditory storytelling. In addition, this helps to enhance their reading and writing.  I have decided to research the learning software, Toontastic. This software is a great iPad learning tool. According to Launchpad Toys, Toontasitc  was “designed in partnership with Stanford’s Graduate School of Education and Zeum: San Francisco’s Children’s Museum, Toontastic inspires the artist and writer in every child while teaching key storytelling principles that help to promote Creativity at a young age” (par. 2). The game itself is a visual representation of a story. It asks students to create “a Setup, a Conflict, a Challenge, a Climax & a Resolution. Together, these scenes form the Story Arc. Toontastic guides kids through the Story Arc, introducing key concepts and helping them to define the turning points in their stories. The first step in creating a cartoon is to select which scene you’d like to edit” (par.5).

6. Toontastic has an instructional technology team that includes an Educational Media Producer, a Designer/Developer, three Software Engineers, one artist, and one art advisor (Launchpad Toys: Mission Crew and Learning Goals).The development cycle deals mainly with the core standards for English Language Arts and Literacy that includes," Character Development, Emotional Expression, and Descriptive Language" (Russell, 2012). Toontastic began with a " pilot study [that examined]  the wealth of data from the hundreds of thousands of cartoons on our global storytelling network, ToonTube. With this, we hope to combine quantitative and qualitative research methods to not only better understand how kids are improving their storytelling skills with Toontastic, but to develop better digital learning tools and provide meaningful feedback to parents, teachers, and kids” (Russell, 2012). This references the testing stage that the development cycle must address.

 Here are the downloading steps:

1.   Go download Toontastic: All Access from iTunes or from Apple's Volume Purchase Program (up to 50% off). Why All Access you ask? Well, the All Access version is custom designed for schools to offer all the features of the regular Toontastic, but with all the Characters and Settings already unlocked (future playsets will update automatically free of charge). That's 150 Characters and Settings to spark your students' imagination! Also, the in-app Toy Store is disabled and you'll automatically upgrade to future school-specific features as we release them.

2.  Create a cartoon. Once you've completed it, hit the "DONE" button and upload it to ToonTube.

3.       Toontastic will now prompt you to create an account. Follow the instructions to create an account.

4.       Once your account is finished, type the password you created into the app. Your cartoon will upload.

5.       Now that you have your account created, you can setup the rest of the iPads in your classroom on the same account. Open up the Device Settings app on each iPad.

6.       In Device Settings, scroll down to find Toontastic. It's on the left near the bottom (silly alphabet).

7.       Input the email address and password you used for your ToonTube account.

8.       Hooray! You're done. Now every time your students create and upload a cartoon, you'll receive an email to approve it for public viewing on ToonTube. You can also go to "My Toons" in the app or on the website to see every cartoon your class has created (Support Central).

Most importantly the way to continue to track the success of this game would to collaborate with numerous teachers of K-5 students from different schools over a period of time. What have they learned? Are they enjoying the software? Have their reading and writing skills improved? Can they maneuver through the game and create the story of their dreams? 

Resources

Games and simulations. (2012). The eLearning Coach. Retrieved from

     http://theelearningcoach.com/elearning_design/games-and-simulations/

Oblinger, D. (2006). Simulations, games, and learning.  Educause Learning Initiative.

     Retrieved from http://net.educause.edu/ir/library/pdf/ELI3004.pdf

Russell, A, & Chang, A.(2012). Pilot study: Creative play with Toontastic. Launchpad Toys: Mission 

Crew and LearningGoals.Retrieved fromhttp://joanganzcooneycenter.org/Cooney-Center-Blog-272.html

Support central. Launchpad Toys. Retrieved from http://launchpadtoys.com/support/

Thomas, R. Interactivity and simulations in e-Learning. Multiverse. Retrieved from

               

     http://www.jelsim.org/resources/whitepaper.pdf

Toontastic. Launchpad Toys. Retrieved from http://launchpadtoys.com/toontastic

We're creating digital toys and tools that empower kids to create, learn & share their ideas through 

     play.Launchpad Toys. Retrieved from http://launchpadtoys.com/about/

Testing Online Learning Materials

1. The two levels of testing presented in this week’s lecture both ensure quality assurance. According to Professor Newberry’s lecture (2012), the first level of testing of media fidelity testing is at the point of media creation. This level of testing ensures that media produced is complete and of an acceptable quality. This is typically carried out by the initial creator of the media. In addition, this type of testing is more technical than content-based learning. Quality testing is administered way before media has been created.  The testing activities for this level would be at the programmatic level. This includes the web interface development of the course and programming/coding at the Instructional Design level. These would need to be quality checked by the Network Administrators of the university to comply with all guidelines and standards that both the Information Technology and Instructional Technology departments employ. Not only that, but, to ensure quality assurance of all technology and software used in a virtual classroom requires review and approval numerous times by a designated subject expert team.

The second level of media fidelity is more complex and involves testing the media in its original state. This means quality work when reviewed and later presented to any consumer.In addition, this is the point where the creator makes sure end user needs are accounted for and properly addressed. In addition, quality includes checking HTML codes, CSS coding, and ADA compliance. A testing activity for this level is based on content. Exams, for instance, need to be created and revised numerous times to fit the media fidelity testing. High level of content review is required followed by subject matter experts who examine the tests to see if they are appropriate for an online setting, complies with instructor preference, and would be easily accessible and understandable for students. After this review, the creator of the exam would need to outline the exam to be approved once again.

As someone with a business degree, testing online learning materials reminded me a great deal of what I learned in my Marketing course. According to Market Testing, here are the steps that must be taken before a product is put on the market:

• Demand for a product or service in your market
• Sales figures within a market for a particular product or service
• Who your customers are
• What those customers think about your product or service and what they think about your competitors', so you can capitalize on your strengths
• Where and how customers buy your product or service, so you can establish the most effective distribution and marketing channels
• How much customers are willing to pay, so you can figure out a competitive price for them and realistic profits for you
• Who your direct and indirect competition is
• How to position your product or service so that you take advantage of its unique selling proposition
• Which governmental regulations your product or service will be subject to on a local, state, and federal level
• Which sales, advertising, display, and promotion method(s) are most effective

This marketing strategy is almost identical to Instructional Technology’ test of online materials. They both make it a mission to accommodate end user needs, comply with state and government regulations, take into account what the “hot” products are in the market, and must be reviewed and tested.

2. ADA, or the American Disabilities Act of 1990, is a policy to provide equal opportunities for the disabled. According to The Medical Center of South Carolina (2012), “The Americans with Disabilities Act of 1990 gives civil rights protections to individuals with disabilities similar to those provided to individuals on the basis of race, color, sex, national origin, age, and religion. It guarantees equal opportunity for individuals with disabilities in public accommodations, employment, transportation, State and local government services, and telecommunications” (par.1).This act applies to design and development because there are standards that and Instructional Design team must adhere creating a website. There are known and required ways to accommodate the disabled who may be color blind, have little to no vision, may get seizures, and have auditory or motor difficulties. The University of Missouri (2012) adds, “The general principals include design features that contribute toward equitable use, flexibility in use, simple and intuitive use, perceptible information, tolerance for error, low physical effort, and size and space for approach and use. If designed effectively, the end result should be user-friendly and cost-effective” (par. 2).

3. California State University, San Bernardino’s (CSUSB) (2012) ADA policy is through a team that has a responsibility to comply with ADA regulations to faculty, staff, students, and visitors. There is an ADA committee that “provides an array of regulations and standards for organizations. The process of committing an abiding to ADA standards comes through these approaches:

1. Identification of the interest, problem or concern.
2. An analysis of the factors involved, including cost and funding sources.
3. A review of the alternatives possible, including cost.
4. A response to the originator of the item.
5. Implementation of the solution.
6. Closure of the process.

The pros to CSUSB’s ADA is the level if teamwork and commitment that exist within the university. In addition, this has created a broader campus community, has made our campus accessible to the disables, and has even provided employment for those to help the disabled.  Listed below is the dedicated ADA Management Group:

• Dale T. West
  Director of Human Resources and ADA Compliance Officer
  Human Resources Department
• Dr. Beth Jaworski
  Director of Services to Students with Disabilities
• Hamid Azhand
  Director of Capital Planning, Design and Construction
• Tony Simpson
  Director of Facilities Services

The cons of CSUSB’s ADA system are lack of funding, inevitable prejudices toward the disabled, and lack of necessary fiscal policies.

4. 11 step instructional design process as presented in the text:

1. Identify your underlying goal

            -Instructor must define and clearly set expectations of what the course entails

2. Analyze learners' needs and abilities--Learning Activities

 -(Add an analysis of content and instructor needs/abilities/preferences-Professor Newberry).

            -Create learning surveys that result in overall best practices for your class

3. Identify what to teach

            -What objectives do you want to start with and later end with?

4. Set learning objectives

            -Have I clearly set my objectives? Is my class self-sufficient?

5. Identify prerequisites

            -What course(s) are required to enter the course?

6. Pick the approach to meet each objective

            -What assignments are due to see if the students understand the material?

7. Decide the teaching sequence of your objectives

            -Lecture, assignment, discussion board…Online Midterm and Final Examination

8. Create objects to accomplish objectives

            -What practice items and assessment items will I use?

9. Create tests (Add other methods to determine whether or not objectives are met as appropriate-   Professor Newberry). What forms of tests will my students excel in?

10. Select learning activities-What forms of interaction are my students familiar with?(Should be incorporated into Step 2).

10.5 Development and Testing

            -Creation of the test

            -Analysis of the test

            -Review sequences of the test

            -Will the test satisfy end user needs?

            -Is the test secure?

            -Is this type of test a proper way to measure what the students have learned?

            -Reviewed again by a subject expect team for approval (Network Administrators, IT Crew, and                   

              instructor)

11. Choose Media (Add a discussion of activity structures and interactions-Professor Newberry)

What new technology and software are my students comfortable with, and what is essential for them to newly try?

I chose to add Development and Testing after Selecting Learning Activities. It is essential to test what an instructor is to put in his/her virtual class. The last thing you need is a technical malfunction, misunderstandings, or not being adequately prepared to explain an idea to your students. I also believe that Selecting Learning Activities should be incorporated with Analyzing Learner’s Needs and Abilities. When an instructor is familiar with his/her audience they can set learning activities that best suit the class. I believe it is a more efficient and effective way to make the course more student-based.

Resources

ADA Procedure and Policies. (2012). California State University San Bernardino. Retrieved from

                http://policies.csusb.edu/ada_procedures_and_guidelines.htm

Market Testing.  Entrepenuer. Retrieved from http://www.entrepreneur.com/encyclopedia/term/

               

                82442.html

Newberry, B. (2012). Testing online learning materials. Study on the Beach. Retrieved from

                http://studyonthebeach.com/csusb/classes/fall2012/etec_541_fall_2012/s08.html

Universal design and the American Disabilities Act (ADA). (2012).Educational Technologies:

                A division of the Office of the Provost | University of Missouri. Retrieved from

               

http://etatmo.missouri.edu/toolbox/doconline/usability.php

What is ADA? (2012) Medical University of South Carolina. Retrieved from

               

                http://academicdepartments.musc.edu/ada/

Helpful Media Resources

Mobile Learning

http://www.google.com/imgres?imgurl=https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgEyRC0dDaMns0ZFsDA84HGpzTKFBIcW1Zzv2bVUSGzyrIYC-mB2S0dqu1-TywmNcTSN-vs6saF4l6y4en_iR1VHx2YViqk9NhYTbEqzmW4U6j4YE_c-LydQ7UY7Xra0BQpYXLaZU4amaU/s1600/mobiles.jpg&imgrefurl=http://alana6705.blogspot.com/2010/04/what-is-mobile-learning.html&h=471&w=622&sz=53&tbnid=zYf-VKpw8F1o_M:&tbnh=85&tbnw=112&prev=/search%3Fq%3DMobile%2Blearning%26tbm%3Disch%26tbo%3Du&zoom=1&q=Mobile+learning&usg=__FEtxLqKTk4njzQVDXb3zdHpxMvM=&docid=oPrJYv2TsQ4kBM&hl=en&sa=X&ei=G0qXUPjuBqa0igL6loGIDg&ved=0CHcQ9QEwCg&dur=0

Virtual Classrooms
http://www.esi-intl.co.uk/resource_centre/news/virtualclassroom.asp

New Media
http://web.mit.edu/transition/subs/newmediaintro.html

Media and Its Relevance to Instructional Technology

The Media Craze

 

1. Media selection is important in e-Learning because it sets up the classroom environment and tone. According to Media Selection (2003), “the appropriateness of justification for using of a particular type of media element depends upon its context in an instructional strategy which describes the desired learner experience” (par. 1). In other words, media is to be used to fit the class, its current discussions, and to help enhance student navigation in software and instructional design.

2. New Media is a term used to define all that is related to the internet and its dynamics between technology, sound, and imagery (Socha, 2012, par.1). New media constantly changes to keep up with new and emerging technologies. Technologies that are considered “new media” are digital, can be manipulated, are networkable, dense, compressible, and interactive.

3. The new media I would like to discuss are DVDs. Some strengths and weaknesses of DVDs to eLearning are that DVDs are used through Sharable Content Object Reference Models (SCORM). These standards are set to “create certain levels of uniformity that would enable computer-based learning to communicate, share and reuse learning objects (LO) using learning management systems (LMS)” (Tim Spannaus, par.1). The pros of using this DVD software in eLearning are though its accessibility, its interoperability, its durability, its and its reusability (par. 3). In addition, this efficient form of LMS use enhances productivity, and reduces time and cost which has been a major concern in developing eLearning courses. In addition, here are some multimedia resources that DVDs format to use in eLearning environments. We are already familiar with a few (par.7):

• MERLOT — Multimedia Educational Resource for Online Learning and Teaching MERLOT
• Careo – Campus Alberta Repository of Educational Objects Careo
• MCLI – Maricopa Center for Learning and Instruction – MCLI
• Wisconsin Online Resource Center — Wisc-Online? Learning Object Project Wisc-Online
• OpenCourseWare - Massachusetts Institute of Technology MIT
• Smete – Science, Mathematics, Engineering and Technology Education Smete
• GEM – Gateway to Educational Materials Project GEM

Some cons of DVD new media are technical concerns that most software inevitably comes with. Also, updating course materials, interpreting the SCORM environment the way it is to be intended (upkeep with framework), updating the DVD software, and caused delays are topics of concern (par.9).

4. Mobile learning is any form of learning that happens anywhere and anytime, using portable technologies like a smart phones, iPods, tablets, laptops, netbooks, iPads, and USBs, etc. These devices are typically used for educational and productivity uses (Mobile Learning, 2012). The importance of mobile learning is that presently it enhances e-Learning literacy, “provides outlets for vocational education and training, provides consistent connectivity for children, formulates out of classroom interaction and collaboration, enhances professional learning, group-based teaching and development, and supports students with disabilities” (Villegas, 2012, par.9). I believe that the future of mobile learning (M-Learning) is bright.  M-learning will continue to enhance communication and literacy practices in e-Learning. In the future, the current problems with portable M-learning that I believe will be improved for future e-Learning classrooms include device variability, slow download speed, small screen sizes, awkward text input, and limited memory (p. 6). M-learning will continue to enhance any eLearning environment due to its flexibility in use, its many interactive options, and its commitment to fulfilling end user expectations. William Horton, Consulting, Inc. (2011) addresses specific constructs used on an iPhone. These include architectural tours, quiz-show games, and scavenger hunts.

5. A virtual classroom is an online learning environment that connects individuals through portals or through software. Virtual classrooms can be used in e-Learning because originally they have employed basic e-Learning practices and are best conducted through asynchronous and synchronous meetings with instructors and their students. Basic virtual meetings can be conducted through web conferencing, Skype, VoIP calls, message boards, and chats, etc. Virtual classrooms provide an inevitable flexibility in its approach to e-Learning and employ the use of more tools and features like Adobe and virtual whiteboards. In addition, virtual classrooms span a wide bandwidth, and provide essential interaction and learning activities that measure technical knowledge, procedural knowledge, and operational knowledge (Falloon, 2011, p.448).

 

Resources:

Falloon, G.(2011). Exploring the virtual classroom: What students should know. MERLOT Journal of

     Online Learning and Teaching, 7(4), 448. Retrieved from http://jolt.merlot.org/vol7no4/

      falloon_1211.pdf

Media Selection.(2003). Cognitive Design Solutions. Retrieved from

     http://www.cognitivedesignsolutions.com/Media/MediaSelection.htm

Mobile Learning.(2012). Mobile. Retrieved from http://mobile2012.org/mobile-learning/

     Socha, B., & Eber-Schmid, B. (2012). What is new media? New Media Institute. Retrieved from

     http://www.newmedia.org/what-is-new-media.html

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