lands & realty management phase ii, project presentation george mason university distance...
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LANDS & REALTY MANAGEMENT LANDS & REALTY MANAGEMENT
Phase II, Project Presentation
George Mason University
Distance Learning Program
Spring 2002
Mary Kay Alegre, Hasan Altalib, Sonia Arias
Kristin Knodt, Gerald Lacosta, Denis Richtarski
Overview of PresentationOverview of Presentation
I. About the project: Overview
II. The project design: Practical application of instructional design theory
III. How the prototype was developed: Steps in the design process
IV. The product: Unveiling of the three course prototypes
V. What’s Next? Recommendations
VI. Q & A session
I. About ProjectI. About Project
The client– United States Forest Service (FS)– GMU Distance Learning Program (DLP)– Bureau of Land Management (BLM)
The instructional design challenge– Forest Service - Convert binder based
correspondence courses to an online course– BLM – Convert video based course to an
online course
II. Project DesignII. Project Design
Instructional systems design theory– Action learning theory– ADDIE model– Usage-centered design
The LRM team
The client/team relationship
The project web site
III.How Prototype was DevelopedIII.How Prototype was Developed
First semester 2001:
A - Analysis
Second semester 2002:
D - Design
D - Development
Future project phases:
I - Implementation
E - Evaluation
Iterative Design ProcessIterative Design Process
Analysis Design
Prototype
Development
System Structure
Functionality
Template
Flowcharting
Wireframes
PerformanceAnalysis
Needs Assessment
ADDIE - Step 1: AnalysisADDIE - Step 1: Analysis
Developing a project vision “To develop an online learning system for students of lands and realty management courses which provides access to current, critical knowledge through an enhanced instructional environment.”
Finding out what clients and users really need
– The needs assessment processTeam’s approach to determining user needsThe decision is made regarding which 3 courses: – Foundations of Public Domain Management– American Indian Rights and Claims– Restoration of Lost Corners by Proportionate
MeasurementThe three major outcomes of the needs analysis
Needs Assessment OutcomesNeeds Assessment Outcomes
1. Develop an enhanced learning environment
Including the addition of interactivity within course environment and among learners and instructor
More appealing content and shorter courses
Addition of case studies at various levels of complexity and interactivity
Needs Assessment OutcomesNeeds Assessment Outcomes
2. Provide current information
Courses design, modular format that allows for easy updating
3. Provide immediate access to information
Courses that are portable and printable
Course that are accessible anytime from anywhere.
Moving from Analysis to DesignMoving from Analysis to Design
How Needs Assessment outcomes were used to make design approach decisions for next Phase– Three sub-teams formed– Database backed structure– Creation of reusable templates
Translating needs assessment outcomes into specific design priorities
Development of the design ranking document
ADDIE - Step 2: Design ADDIE - Step 2: Design
Design Rankings Document
The document addressed the issues in the NA and divided the information into three main categories:– Content related issues– Learning system issues– Administration / facilitation issues
Design prioritization of issues, Phase II, issues to
be addressed in future phases
Design Rankings Document
My DLP
View / Change
Student/ Instr.Profile
Add/Drop Course
File for Course Extension
Contact DLPRequest
Copy of Course
ViewAssignments
Calendar
View Syllabus
View Grades (TBD)
Login
E-mail Instructor/ Students/
Admin
DiscussionBoard
Logout
My Course
Course Map Glossary Resources E-Mail Discussion Board My DLP
FunctionalityFunctionality
System
Course
Learning ObjectsLearning Objects
David Wiley presents a succinct definition: “Any digital resource that can be reused (object) to support learning (learning object)”
The basic idea of an object-oriented database system is that individual components of an application (the objects) should be created once and then reused, extended, or modified.
With database and search technologies on the rise, LO systems are being created to extend: – content-reusability – accessibility – durability – Interoperability
The end-result… the achievement of sound technology-based learning.
Learning ObjectsLearning Objects
Initial First Step:
Team Met with Kate Murphy and Jim Burns
Kate shared her vision to divide course content into constituent parts and to include metadata within each part
A brief overview of SCORM was given
Jim discussed technical implications as it applied to the DLP database
Next Steps:
Team worked with Hanah to developed a naming scheme for the chunking of course content (tests, quizzes, images, modules, etc.)
Team worked with Kate Murphy to develop metadata-tagging scheme
Database Structure
Task ModelingTask Modeling
Definition: The structuring of the tasks that users will need to accomplish (Constantine & Lockwood, 1999)
– The task models help develop a clear picture of work to be supported
– This can also be known as the task flow – how to get from Point A to Point B.
– I.e. How many clicks does it take to get through a tool or functionality?
How we applied it?
Content ModelingContent Modeling
Definition: The tools and materials to be supplied by the user interface, organized into useful collections and the interconnections among these collections. Its an abstract representation of contents and various interaction spaces, and the interconnections between them.(Constantine and Lockwood, 1999)
How we applied it?
Task/Content Modeling
Content Sequencing
Course Navigation FlowchartCourse Navigation Flowchart
Provides a navigational map for the various components of the course
Illustrates the user interactions through the course taking experience.
Integral document for programming purposes, which helped our programmer visualize the course and build the system accordingly.
Provides the programmer with the interdependencies that exist for the course
Navigation Flowchart
WireframesWireframes
What is a Wireframe?
A model of a proposed Web site
Identifies the navigation scheme and location of content within the site
Simple in design and thus allows for rapid iterations/changes
No visuals
Wireframe
Style Guide Style Guide
Navigation naming conventions
Page size and setup
Headings, font style, font size,
Course information details
Colors of links
Placement of video
Content chunking naming conventions
Style Guide
Designing WireframesDesigning Wireframes
Each Subteam– Reviewed course content– Reviewed information provided by SME’s– Considered interactivity features– Developed assessment features
Results– Designed multiple versions of wireframes– Due to content variations
Iterative Process– Kept learner in mind– Strived for clarity, usability and simplicity
Glossary Wireframe
Assessment Wireframe
AccessibilityAccessibility
Section 508 of the Rehabilitation Act
Did not use framesStructured pages to facilitate screen reading like use of heading tags (H1, H2)Content requiring JavaScript viewable in an alternative standard formatUsed alt tags for graphicsPop up windows opening in browser so full functionality availableUse of strong and emphasis in place of bold and italicizedText equivalents for multimedia
WireframesWireframes
Wireframes For the Future
Expandable– add additional content, activities, assessment
Interchangeable– switch around to create variety– Create different contexts
Reusable– use to develop new courses– Create modules with wireframes on specific topics and share
among coursesUsability– affords consistency– experience future courses intuitively– create mental model – spend time and energy on processing information
StoryboardsStoryboards
What is a Storyboard?
A wireframe with content
A screen by screen description of course content
Storyboard
ADDIE – Step 3: DevelopmentADDIE – Step 3: Development
Iteratively revisited design documents to develop course specific HTML templates, which we delivered to Hanna…
Layers were added to the wireframes by way of content, graphics (jpg and gif), multimedia, interactive modules, user-support tools, etc., all of which are specifically named and linked to a database for convenient retrieval
1. American Indian Rights and Claims
2. Restoration of Lost Corners by Proportionate Measurement
3. Foundations of Public Domain Management
VI. Course PrototypesVI. Course Prototypes
V. RecommendationsV. Recommendations
Content– Update timeline to include the 21st century and
incorporate meaningful maps and images– Update all images– FS and BLM define and finalize content
Interactivity:– Incorporate and train facilitator to devise
interactive exercises– Develop interactive and practice tools that allow
the learner to visualize through experimentation and manipulation of variables (mini-microworlds)
– Develop scenarios and stories
RecommendationsRecommendations
Assessment: – Incorporate additional interactive testing and
assessment tools– Incorporate course evaluation– Incorporate automatic test feedback and grading
(IR, Found.)Functionality: – Integrate discussion board functionality to content– Integrate email functionality to content– Include Upload and Post Work functionality and
link to content– Add View Grades functionality– Continue with 508 compliance
Thanks to All Thanks to All
Our most heartfelt thanks for everything they have done to get to us where we are today go out to:
– Dr. Kevin Clark– Hanna Zhou– Joann Wray
We offer our sincere gratitude for their leadership and extraordinary cooperation to:
– Bill Woodland– Kate Murphy– Susan Beale– Tim Kent– Mark Dixon– Les McConnell– Marsha Butterfield
And to Brenda Mueller for all the behind the scenes magicWe couldn’t have done it without all of you!