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  1. 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

  2. Overview of Presentation • About the project: Overview • The project design: Practical application of instructional design theory • How the prototype was developed: Steps in the design process • The product: Unveiling of the three course prototypes • What’s Next? Recommendations • Q & A session

  3. I. 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

  4. II. 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

  5. III.How Prototype was Developed • First semester 2001: A - Analysis • Second semester 2002: D - Design D - Development • Future project phases: I - Implementation E - Evaluation

  6. Analysis Design Iterative Design Process Development PerformanceAnalysis Needs Assessment System Structure Functionality Template Flowcharting Wireframes Prototype

  7. ADDIE - 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 process • Team’s approach to determining user needs • The decision is made regarding which 3 courses: • Foundations of Public Domain Management • American Indian Rights and Claims • Restoration of Lost Corners by Proportionate Measurement • The three major outcomes of the needs analysis

  8. Needs Assessment Outcomes • 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

  9. Needs Assessment Outcomes 2. Provide current information • Courses design, modular formatthat allows for easy updating 3. Provide immediate access to information • Courses that are portable and printable • Course that are accessible anytime from anywhere.

  10. Moving 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

  11. 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

  12. Functionality • Based on Needs Assessment and Use Case Maps

  13. Functionality System My DLP View / Change Student/ Instr. Profile Add/Drop Course File for Course Extension Contact DLP Request Copy of Course View Assignments Calendar View Syllabus View Grades (TBD) Login E-mail Instructor/ Students/ Admin Discussion Board Logout Course

  14. Assessment Practice/ Interactivity Content Course Design Model

  15. Learning 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.

  16. Learning 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

  17. Task 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?

  18. Content 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

  19. Course 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

  20. Wireframes 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

  21. 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

  22. Designing 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

  23. Accessibility Section 508 of the Rehabilitation Act • Did not use frames • Structured pages to facilitate screen reading like use of heading tags (H1, H2) • Content requiring JavaScript viewable in an alternative standard format • Used alt tags for graphics • Pop up windows opening in browser so full functionality available • Use of strong and emphasis in place of bold and italicized • Text equivalents for multimedia

  24. Wireframes 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 courses • Usability • affords consistency • experience future courses intuitively • create mental model • spend time and energy on processing information

  25. Storyboards What is a Storyboard? • A wireframe with content • A screen by screen description of course content Storyboard

  26. ADDIE – 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

  27. VI. Course Prototypes American Indian Rights and Claims Restoration of Lost Corners by Proportionate Measurement Foundations of Public Domain Management

  28. V. 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

  29. Recommendations • 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

  30. 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 magic • We couldn’t have done it without all of you!

  31. VI. Questions & Answers QUESTION AND ANSWER FORUM ?