Digital Story

This digital story is about love. It involves the love between a father and his child. It is a personal story to reflect the many memories I have made with my son over the two years of his life. I hope that it inspires people to cherish the small things in life and enjoy their loved ones.

I feel that I have applied the personalization principle by speaking in a conversational tone as typically delivered within an uplifting television commercial. I chose the words and visuals specifically to build a connection with the viewer in hopes that they can relate their own experiences with my own. Furthermore, as a product of my narration, I used my own voice (and standard accent) in a polite manner instead of a computer-generated voice to further support the personalization principle.

During this project, I learned that piecing a simple story together can be difficult. Selection of proper images was not as easy as I thought it would be. I struggled to find digital copies of some the images I wished to use so I was forced to improvise.

Multimedia Instruction

This assignment was both fun and rewarding. Although I did not have “instruction” to develop, I chose to create presentation material that I will be delivering over the coming weeks at my job. The presentation focuses on a new web-based training development template that I have built for use within the company. The template utilizes Flash ActionScript 3.0 and incorporates Web 2.0 functionality. I have modified my presentation for the purposes of this assignment by adding a learning objective and a “check for understanding” section to the end. In my real presentation I will probably not have these items. The attendees will be able to take the handouts with them.

Link:
https://docs.google.com/presentation/d/18z-5dnXyWOcso9Y8GVO8KQVem6r0-mckg4ibkCq2oeU/pub?start=false&loop=false&delayms=3000

Historical Hysterical Podcast

Podcast Title: The Historical Hysterical Podcast w/ Mr. History

General Series Topic: U.S. and World History

Description: The “Historical Hysterical Podcast” is a U.S. and World History-based podcast intended for young learners exploring the associated topic. Each week a new U.S. or World Historical figure, event, location, or artifact will be explored. The premise of the show is that historical information will be presented in an unusual ways to encourage learner engagement and spark interest in the selected subject matter. The podcast serves to aid a teacher with an introduction to the historical figure or a fun review at the end. Content is delivered in a variety of ways through short segments on the show in hopes of retaining attention from young learners with shorter attention spans.

The pilot episode, concerning Abraham Lincoln, is formatted as follows:
• Opening Theme song
• Welcome and brief description of topic
• “Gettysburg Address” clip as read by Jeff Daniels
• Quiz a Celebrity segment (Celebrity Guest – Justin Bieber)
• Special Guest – “Rapping Dan the Fact Man” with an Abraham Lincoln rap verse
• “Auto-tune Your Teacher” with a local teacher discussing interesting/weird Abraham Lincoln facts
• Podcast review
• Closing Theme song

Download the Podcast at the following link: https://www.dropbox.com/s/tkgoam8bmnkkrzh/513-Podcast_mixdown.mp3

EDTECH 503 – Module 7

One-to-One Evaluation

One-to-One Evaluation is conducted by the designer as validation of the instructional material on a small scale.  Rather than testing the material on a larger sample of the target audience, the selection of three or less members allows for more detailed review of the content and instruction.  In the one-to-one evaluation conducted for my project, two learners will be selected to participate in the evaluation and validation.  Each learner will be addressed individually.  The learner will be given the instruction and related support material for input.  We will seek to clear up any administrative tasks that I; and general computer review support tools (such as Spell-Check), failed to catch as well as identify any areas of confusion/concern.

Questions to ask One-to-One Evaluators:

• Are the objectives and purpose clear and provide meaning for expectations in your post-class work environment?
• Does the general structure of the content “make sense”?  Does it flow logically?
• Are there any terms that need to be defined or further elaborated on?
• Are there areas that are too “little” or too “much” in the relationship to instructional effort – will the users need/want more or less?
• Are graphics easily understandable? If not, any suggestions for improvement?
• Are textual elements easy to read and understand?  Any suggested wording changes?
• Do activity instructions make sense? Will learners be able to understand and follow them with little assistance from the instructor?

Small Group Evaluation

Once the One-to-One Evaluation is complete, a small group evaluation will be conducted.  A larger sample of the learner population will be queried.  In my case, I will conduct the evaluation with four learners.  Although not required for effective small group evaluation, I will assemble the evaluators together in one setting to afford evaluation of course collaboration opportunities.  The small group evaluation is intended to put the instruction to the test against a real-world sample case.  I will not interfere with the evaluation unless a question/concern arises.

Questions to ask:

• Were you prepared with enough prior knowledge for the course?  If not, what is the depth and breadth of content that should be incorporated as pre-work or worked into the instruction?
• If any, what areas of instruction were a “struggle” to complete successfully?  Any suggestions for resolution?
• Were the motivation factors used effective in piquing your interest and keeping you on task? If not, what could help?
• Were the instructional activities adequate?  Any suggestions?
  • Too frequent? Not frequent enough?
  • Activities too detailed? Not detailed enough?
• Upon completion, do you feel you met each objective? If no, which objectives and why?
• Overall, how do you feel about the instruction?  If “bad” or “poor” how come?  What could improve your satisfaction with the course?

Field Trial

After revisions are made based upon small-group findings, a field trial should be conducted.  This field trial utilizes a larger selection of the target audience and applies the instruction in a realistic setting.  In my work group, we typically call this a “pilot group” or “beta test.”  The field trial helps us determine if the instruction can be effectively applied across a larger sample as intended.  A successful field trial will provide confidence that the instruction should be primarily well-received and successful for the learner population.

Questions to ask to Instructor and Learners:

• Does the instruction flow logically and seamlessly throughout the process?
• Any instruction/activities feel “out-of-place” or redundant?
• Does the instruction adequately fit within the allotted time limit without jeopardizing learning?
• Are there any administrative or technical issues that arise? How could they be mitigated?
• Is there any issue with the instructor’s presentation of the material? Suggestions on modifications?
• Upon completion, do you feel you (each learner) met each objective? If no, which objectives and why?
• How do you feel about the training?

Additional Questions for Instructor:

• Was the instruction implemented as designed? What deviations were required?
• Do you feel the learners had the proper amount of prior knowledge? If not, what did they lack?

Expert Review

The expert review will be conducted by a corporate Learning Management System Subject-Matter expert who has extensive experience with the LMS, eCompass, and supporting the local business unit needs of each system.  I expect to submit my design documents to the review on or around 5/1/2013 and receive feedback no later than 5/6/2013.

Questions I will ask:

• Are the objectives and purpose clear and provide meaning to the expectations of the learners after the course is complete.
• Are there any flaws or misconstrued interpretations concerning the content?
• Do the activities accurately reflect “real-world” circumstances?
• Does the instruction flow logically?
• Has the instruction focused on the key elements?  If not, what changes should be made.
• Is the timeframe realistic for thorough completion of tasks?
• Will the target audience have required prerequisite skills; if not what pre-class work should be required?

EDTECH 503 – Module 4

Instructional Design Project Description:

The target audience will be corporate administrative employees tasked with supporting his/her organization’s blended learning initiative. After 1 hour of one-on-one or small group training, learners will be able to create and edit course details utilizing eCompass.

List of Learning Objectives

1.  Learners will be able to access the eCompass environment.
    1.1  Learners will navigate to the web-based application.
    1.2  Learners will construct a “Browser Favorite” for the application.
    1.3  Learners will log-in using the appropriate credentials.

2.  Learners will demonstrate understanding of the code-based course catalog structure.
    2.1  Learners will outline the course catalog hierarchy.
    2.2  Learners will interpret course codes to indicate location within the catalog hierarchy.
    2.3  Given a course title and description, learners will recommend the appropriate course location within the catalog hierarchy.

3.  Learners will create a new a course code.
    3.1  Given basic course details, learners will investigate the current catalog and determine the appropriate course code.
    3.2  Learners will construct a new course code using eCompass.

4.  Learners will populate course data fields for course code.
    4.1  Learners will list the nine (9) required course data fields and explain their importance.
    4.2  Learners will locate optional course data fields.
    4.3  Learners will describe how to avoid two common mistakes with course data population.
    4.4  Learners will save their entries.

5.  Learners will maintain their course catalog.
    5.1  Learners will locate existing courses.
    5.2  Learners will perform basic course data field edits on existing courses.
    5.3  Learners will evaluate “new” course requests and recommend an action plan.

Bloom’s Taxonomy and Assessment Table

Learning Objectives	Bloom’s Taxonomy Classification	Format of Assessment	Description of test form	Sample items
1.1	Synthesis	Performance	Observation with a checklist	Open web browser Search for “eCompass” from intranet homepage Click “eCompass Administrator”
1.2	Synthesis	Performance	Observation with a checklist	Click “Add to Favorites” Close web browser. Open web browser. Use “Favorites” list to open eCompass Administrator
1.3	Synthesis	Performance	Observation with a checklist	Enter User ID Enter password Click “Login”
2.1	Comprehension	Paper-and-Pencil	Matching	Match the “subject” with the appropriate “area” within the course catalog.
2.2	Comprehension	Paper-and-Pencil	Short Answer	Training on Incipient Fire Fighting is to be conducted at your facility.  Does a course code currently exist for this training?  If so, what is the course area, subject, and code?
2.3	Analysis	Paper-and-Pencil	Short Answer	The Safety department is conducting a series of training sessions on Personal Protection Equipment (PPE).  There next session is specifically concerning Eye Protection.  What course code should their students use to enroll?
3.1	Application	Paper-and-Pencil	Short Answer	The Diversity organization wishes to deliver a new a workshop on Minority-owned Suppliers.  What should the course code be for this new course?
3.2	Synthesis	Performance	Observation with a checklist	Trainee correctly selects the appropriate “Area” Trainee select the appropriate “Subject” Trainee enters an appropriate code Trainee clicks “Create Course Code”
4.1	Comprehension	Paper-and-Pencil	Short Answer	List the nine required course data fields and explain why each is important.
4.2	Knowledge	Performance	Observation with checklist	Trainee locates Learning Guide options Trainee locates Course Equivalency options etc…
4.3	Comprehension	Paper-and-Pencil	Short Answer	Describe the two most common problems that you might experience when entering course data and the steps you would take to remedy the issue.
4.4	Application	Performance	Observation with checklist	Trainee will enter appropriate course data. Trainee will “submit” completed course data form.
5.1	Application	Performance	Observation with checklist	Using example scenario, trainee will Select appropriate “Area” from menu Select appropriate “Subject” from menu Select appropriate “Code” from menu
5.2	Synthesis	Performance	Observation with checklist	Using example scenario, trainee will Change course description Change course credit hours Change course custodian Etc…
5.3	Synthesis	Paper-and-Pencil	Short Answer	The Operations department wishes to teach all new operators proper wrench turning procedures.  This is an 8-hour class managed by John Smith.  They are having a hard time locating the course code for the training.  Locate or create an appropriate code that matches their needs.

EDTECH 503 – ID Case Study

Case:  Abby Carlin Case (Corporate setting)

1. What should be included on the two lists that Abby and Joyce are creating?

List #1: What We Know

• Management wishes to train three shifts of new hires without losing productivity.
• Personal Protective equipment is required for workers. This includes (1) googles, (2) hardhats, (3) earplugs, and (4) hard-toed shoes.
• Employees check the bulletin board for important information.
• The breakroom is a quiet area utilized for conversation

List #2 Needs and Constraints

Needs:

• To train three shifts of employees within 90 days
• Limited productivity loss required
• Training material should be developed to train new employees
• Specific Information concerning make/model of equipment for research purposes
• Documentation of the work process
• Seek willing SMEs through bulletin board postings
• Interview(s) with current workforce (Big Jon)
• Acclimate yourself to workforce schedule to determine appropriate times for action

Constraints:

• No training manual currently available
• Work area is not ideal for training on equipment – (1) Poorly lit and (2) High noise levels
• Current, aging, workforce unmotivated to help
• Management has little experience with training employees
• Management is unsure of how to operate the machinery
• No available “SME” or discernible training staff

2. How can Abby work with the current employees to document the steps of operating the blanker stamping equipment?

There are several things that Abby to could do that would help document the steps of operating the blanker stamping equipment including:

• Ask management to provide an incentive for worker(s) who cooperate in the role of SME during off-shift hours.
• Establish rapport with a current operator to entice participation, preferably Big Jon.
• Use intrinsically-safe video camera(s) on the floor to document the process being performed by the operator, followed up with a review of the video with the operator in the breakroom so that the operator can verbalize the steps for documentation.
• Research the make and model of the blanker stamping equipment.
• Locate “sister sites” or other industrial stamper’s with the same equipment willing to share process information.
• Ask management to improve the conditions of the floor demonstration, by improving lighting or temporarily stopping all but one stamper.
• Ask a current operator to “guide” her through the process at half pace and observe multiple times.

3. What did Abby observe while on the plant floor that can help her in creating the training?

Abby observed that the stamping process is an informal procedure-based process conducted under less than ideal circumstances that is not currently documented. Teamwork and communication is not critical to the process as the poor lighting and high noise levels impede the communication process. If the process can be captured, replicating the performance should be easily handled under a managed learning environment. The breakroom offers a more adequate space for planning or conducting research and interviews. Abby found that providing new hires a field observation opportunity of the current employees working the stampers is not fruitful because (1) the current operators have no interest in training new employees, (2) the current operators work to quickly to document any meaningful data and (3) the working environment is not conducive to observation on the floor. Abby should use the routine elements of the bulletin board and worker breaks to retrieve and disseminate information.

4. Given the constraints in the case, what instructional strategies can be used to deliver training?

Given the constraints, a strategy that includes Reigeluth’s three aspects of organizational, delivery, and management strategy should be implemented. Abby should look to completely, but concisely, document the work process. The documentation, and accompanying support illustrations and/or photographs, should be organized in a chronological order for an easy and repeatable process. This material should be widely available. Due to the short instructional development and production time, a “rich media” solution is probably not feasible. Abby should focus on “stand-up” training delivery material and creation of paper-based job aids. The content should be made available (1) through the “stand-up” session, (2) posted on the bulletin board, and (3) provided as just-in-time job aids. Additionally, I feel it would be a good idea to create an “Operations Manual” that will host this information along with equipment maintenance records as well as start-up, shutdown, and emergency procedures (although if these procedures are not documented, the creation of these documents are outside of the scope the “training” project). Thirdly, management should insist on keeping copies of all training material in safe storage. Abby should work with management to allocate time and resources to conduct the “stand-up” training and acquire the training materials.

EDTECH 503 Module 3

Instructional Design Project Description
The target audience will be corporate administrative employees tasked with supporting his/her organization’s blended learning initiative. After 1 hour of one-on-one or small group training, learners will be able to create and edit course details utilizing eCompass.

Goal
Learners will utilize eCompass to create and edit course data that (1) fits logically in the course catalog hierarchy and (2) accurately satisfies required course data field protocol.

Types of Learning Outcomes
The goal and objectives lend themselves to (3) three of Gagne’s Types of Learning Outcomes. First, declarative knowledge is derived from the recall of course catalog structure and available course data fields. Secondly, intellectual skills will be employed through the understanding of concepts and principles of course catalog classification, procedures for accessing the system and entering data, and problem solving of course classification issues. Lastly, a less-focused learning outcome is attitudes in which learners will gain a measure of understanding concerning the importance of the work and reduction of anxiety regarding the tasks.

Information-Processing Analysis
Click here to access the Information-Processing Analysis Diagram

Pre-requisite Analysis
Click here to access the Pre-requisite Analysis Diagram

Learning Objectives
1.  Learners will be able to access the eCompass environment.
     1.1  Learners will navigate to the web-based application.
     1.2  Learners will construct a “Browser Favorite” for the application.
     1.3  Learners will log-in using the appropriate credentials.

2.  Learners will demonstrate understanding of the code-based course catalog structure.
     2.1  Learners will outline the course catalog hierarchy.
     2.2  Learners will interpret course codes to indicate location within the catalog hierarchy.
     2.3  Given a course title and description, learners will recommend the appropriate course location within the catalog hierarchy.

3.  Learners will create a new a course code.
     3.1  Given basic course details, learners will investigate the current catalog and determine the appropriate course code.
     3.2  Learners will construct a new course code using eCompass.

4.  Learners will populate course data fields for course code.
     4.1  Learners will list the nine (9) required course data fields and explain their importance.
     4.2  Learners will locate optional course data fields.
     4.3  Learners will describe how to avoid two common mistakes with course data population.
     4.4  Learners will save their entries.

5.  Learners will maintain their course catalog.
     5.1  Learners will locate existing courses.
     5.2  Learners will perform basic course data field edits on existing courses.
     5.3  Learners will evaluate “new” course requests and recommend an action plan.

Introduction Image

To introduce myself, I thought I’d do something abstract. I’m a fairly reserved individual, so I often keep a lot of things to myself. I chose to edit an image of me with my son that my wife took of us during our first family vacation. I chose to construct the image out of the most vital key words that make up who I am. Those words are: (1) Christian, (2) Husband, (3) Father, (4) Son, (5) Friend, (6) Teacher, (7) Student, (8) Musician, and (9) Perfectionist. When designing the image I began using more words to describe who I am, but then chose to limit the design to those nine items as I believe that is the core of who I am. I also dabbled with the font family and size before settled on a font that is readable but requires some examination because although I believe these items describe me, I am not overly expressive and it sometimes requires deeper examination by others. One hidden element about me lies in the color scheme I chose. I am an avid University of Kentucky basketball fan so I chose to make my image blue and white – UK colors.

Tech Trends Assignment

This assignment was very challenging for me for several reasons. First, my experience is limited to the corporate training environment and I chose to complete a lesson plan directed to much younger learners. Secondly, I feel much more comfortable with designing support material than I do designing an entire lesson. In the end, I feel that I created an interesting lesson that utilizes various technologies and will engage students.

I chose to use three technologies within my lesson:

1. A Youtube.com Streaming Media Element – Schoolhouse Rock “The Bill of Rights”: I chose this video as an introduction to the topic. I feel that this video would be much better received by the students than an introduction provided by lecture. This video element incorporates technology through streaming directly from the Internet and viewed by the class through a projection screen/SmartBoard display.

2. Android Tablet PCs with Free Mobile App: Providing students with tablet PCs delivers an interactive element to the lesson. I chose Android tablets because they may be purchased at a cheaper price than Apple iPads, reducing the cost burden on the school district. The mobile application I chose to use was the “We the People” app built by Robert Bushman. At the time of this posting, this application was free of charge, had over 100,000 downloads, and an average rating of 4.6 stars (out of 5) on Google Play.

3. Interactive Flash Game: Incorporating a SmartBoard activity is a great way to encourage participation and interaction. I created a custom Flash-based SmartBoard activity that allows the students to practice recalling the knowledge that they have learned.

This assignment effectively meets the AECT 1.1, 3.1, and 3.3 Standards.

AECT 1.1 Instructional Systems Design (ISD)
AECT 1.1.2.b Create instructional plans (micro-level design) that address the needs of all learners, including appropriate accommodations for learners with special needs.

AECT 1.1.2.d Incorporate contemporary instructional technology processes in the development of interactive lessons that promote student learning.

AECT 1.1.3.b Demonstrate personal skill development with at least one: computer authoring application, video tool, or electronic communication application.

3.1 Media Utilization
3.1.1 Identify key factors in selecting and using technologies appropriate for learning situations specified in the instructional design process.

3.3 Implementation and Institutionalization
3.3.1 Use appropriate instructional materials and strategies in various learning contexts.

By completing this project, I have met the listed AECT standards by developing a lesson plan that incorporates various technologies to achieve a desired learning outcome.

View this document on Scribd

Click here to view the Interactive Flash Game

Web Accessibility Page

Within this assignment, I explored how to develop a web accessible web page within Adobe Dreamweaver.

This assignment effectively meets the AECT 1.1.2.b, 1.1.2.d, 1.1.3.b, 1.3.b, 1.4.b, 2.3.2, 2.4.1, 2.4.2 2.4.5 Standards. These standards state:

AECT 1.1 Instructional Systems Design (ISD)
AECT 1.1.2.b Create instructional plans (micro-level design) that address the needs of all learners, including appropriate accommodations for learners with special needs.

AECT 1.1.2.d Incorporate contemporary instructional technology processes in the development of interactive lessons that promote student learning.

AECT 1.1.3.b Demonstrate personal skill development with at least one: computer authoring application, video tool, or electronic communication application.

AECT 1.3 Instructional Strategies
AECT 1.3.b Identify at least one instructional model and demonstrate appropriate contextualized application within practice and field experiences.

AECT 1.4 Learner Characteristics
AECT 1.4.b Describe and/or document specific learner characteristics which influence the selection of instructional strategies.

AECT 2.3 Computer-Based Technologies
AECT 2.3.2 Design, produce, and use digital information with computer-based technologies.

AECT 2.4 Integrated Technologies
AECT 2.4.1 Use authoring tools to create effective hypermedia/multimedia instructional materials products.

AECT 2.4.2 Develop and prepare instructional materials and products for various distance education delivery technologies.

AECT 2.4.4 Use telecommunications tools such as electronic mail and browsing tools for the World Wide Web to develop instructional and professional products.

AECT 2.4.5 Develop effective Web pages with appropriate links using various technological tools.

By completing this project, I have met the listed AECT standards by using Adobe Dreamweaver to create an accessible web site that contains multimedia, hyperlinks and content regarding proper web accessibility.

http://edtech2.boisestate.edu/zachmenshouse/502/accessibility.html