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/