EDTECH 597 – Week 8

This week’s assignment was very valuable for the direction of my future app development. In this lesson we covered the ActivityStarter tool. The ActivityStarter tool allows a newly developed app to access existing application functions such as Google Maps or the Browser. I think this integration with other apps is a great feature as developers can leverage the power of already functioning apps that users already enjoy and work it into new apps. It saves time in designing the similar functionality and provides an opportunity for enhanced experiences in a manner that users are already familiar.

For my assignment, I chose to provide a fun “national tour” of famous UFO/alien related locations. I further customized the app by adding a second button that would allow users to learn more about the selected location by either reading about the site or viewing a YouTube video. This assignment was both fun and rewarding! I think I will be able to find new and interesting ways to use the ActivityStarter tool in the future!

I think each of my classmates did a great job. I particularly liked the Lincoln Art Walk project that had two buttons, each linking to Google Maps. One set provided general map view and the other leveraged the power of street view. I think this app would be useful for anyone looking to visit Lincoln for the art walk!

EDTECH 597 – Week 7

This week’s app was fun to build and should be useful for my final project app. Learning to use the OrientationSensor and multiple ImageSprites on a canvas was rewarding. I can see multiple uses for these tools. The OrientationSensor would be great for a mobile app version of an old computer game I used to play – Marble Madness. In Marble Madness, players had to use the arrow keys on the keyboard or a joystick to navigate a marble down various paths. It became quite challenging. I could see using the OrientationSensor to direct the marble in a mobile version.

For my app, I thought the original intent of the game within the book was great so I stuck fairly close to what was prescribed. I changed my ImageSprites to represent Justin Bieber and his attempt to escape a teen fan. To customize the app, I provided custom art and a splash screen.

In reviewing my classmates’ work, I found that everyone did an excellent job. I enjoyed playing each of my classmates’ apps and especially enjoyed Kristie Lormand’s app as she decided to take an interesting story-based approach to the game. All in all, this was a fun week of study and a great exercise!

EDTECH 597 – Week 6

This week’s assignment was to develop the “No Texting While Driving” app. This type of app is very applicable to today’s world. I live close to West Virginia, which just implemented new no-texting and hands free driving laws. This would be quite useful for West Virginia residents. I enjoyed creating this app and was intrigued by the level of ease with incorporating text messaging and text-to-speech functionality. I could see multiple ways that my organization could utilize both of these items, specifically for delivering feedback to trainees as they complete learning activities with the aid of their smartphones.

For my design, I made simple modifications based around cosmetic changes, rather than much functionality changes. I spent some time creating a specific logo for the app using Adobe Photoshop. I incorporated the logo within the app and as the app’s icon.

I reviewed my classmates’ apps and each did a great job as well. I enjoyed that some included additional functionality like adding departure time and location options. By itself, the app as designed by the book standards is great and useful. Although I only made minor modifications, I learned quite a bit about text messaging, text-to-speech, and TinyDB. These items will be crucial for my final project app and any further app development that I may do.

EDTECH 597 – Week 5

This week provided a good opportunity to dive into more detailed game based functionality. It also gave me my first experience with trouble using the development app. I experienced quite a bit of issue with getting my sounds to load/play correctly after packaging. I know other students experienced packaging issues, so I assume that this may be affecting my app as well. For example, I applied a vibrate option to two sets of sounds. During my testing, the vibration request did not work, so I removed it from the app. Still, one of my classmates reported that the vibration occurred for them or that the sound did not play. That was very frustrating to hear. Other than the sound related issues, I had no other problems with the assignment.

As stated above, the assignment provided opportunity for deeper interactivity within the game play. I especially liked that the tool comes with the random integer functionality easily packaged for use. That made the random movement much easier. I was expecting to have to do complex math in order to get the random moving to work properly. Secondly, I liked that included transparency remained intact when using PNGs. I used two PNG sprites instead of JPGs and my transparent background was evident. I think this provided a much cleaner look.

As far as gameplay goes, my game is fairly basic. I let my 2-year old son play the game and it was quite a challenge. He found that the movement was a little too fast for him. With that in mind, my game should probably be geared towards slightly older children and/or adults.

EDTECH 597 – Week 4

This week we completed the Paint Pot application. For my app, I decided to create a simple outline of face in Photoshop and use it as my canvas. I further customized the app by adding an extra color, sound to the buttons, and an accelerometer option of shaking to wipe the screen. Although minor, I also renamed the app’s screen and provided an app icon. From this process there are two items that stood out to me. First, integration of camera elements was much easier that I expected. I thought the app inventor would be able to create simple functionality features well, but I didn’t think we’d be able to tap into the camera function so easily. This was a great exercising and encouraging to see some of the potential power within the app we design. Secondly, this assignment revealed to me my preference for writing code vs. creating these blocks. This visual interface of the blocks makes it easier, but I find it a little cumbersome to try to manage and go back and forth between blocks and shelves of functionality. I think I’d prefer to write the code line by line. It may be that I am used to writing code, or that my undergrad degree had multiple computer programming courses that influenced my thinking, but I feel like I would be much more organized and efficient if I could write code to declare my own variables, create functions, and attach listeners.

Aside from my own project, I have reviewed several of my classmates projects. Each of us took a slightly different twist, but arrived at functioning apps that were similar in nature. I particularly liked the initiative of one of my classmates to discover how to change the radius of the drawing line thickness. The assignment walked us through changing the dot size, but not the line size. I think understanding how to declare a variable is useful. Again, I’d prefer to do this in code than in blocks as it seems more natural to me.

Creating this app may have impact for my organization. I showed what I built to my supervisor and we started discussing ways we could incorporate operators using the tool to draw diagrams of their unit or flow of product during processing. Right now the operators use paper and pencil to draw their unit during training, but being able to draw and save/share through a tablet or smartphone might be something we explore. I look forward to the next assignment!

EDTECH 597 – Week 3

For this week we designed the “Hello Purr” app. It was an introductory app that was fairly simple to complete, but was useful in slowly gaining experience with the app inventor tool. I think the textbook was easy to follow and helped to create the app. I did find issue with connecting my Motorola Droid Razr Maxx to the application via USB. My phone has MOTOCAST, that supposedly automatically places the drivers on my computer when connected by USB, but it did not seem to work. In order to remedy the issue, I installed the MIT AICompanion app and used the Wifi connection. This worked perfectly. Once I was able to connect via Wifi, everything seemed to work without issue.

Looking at my own project, I was fairly happy with how it turned out. I chose to use my son’s images and laughter sounds to modify the “Hello Purr” app. I am sure we’ll dive into more detailed design in future weeks of this course, but I would have liked to make my app look cleaner through image alignment and adjustments. I reviewed several of my classmates’ apps and they each were well done! Each person put a different twist on the assignment and made modifications as required.

I see this week’s assignment as an essential building block for future development. Although it has no direct use within my professional life, it provided an introduction and opportunity for basic development within the app inventor tool. I will continue to develop over the course of this class, and hopefully be able to serve my learners with functional and applicable apps in the future. In the meantime, I plan to use what I have learned to create basic apps for my son to play with. Just from this first app alone, he continues to want to grab my phone and make himself laugh.

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.