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Artifact Report 6323

Page history last edited by Eric Folks 9 years, 7 months ago

 

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Eric Folks

 

EDTC 6323: Multimedia/Hypermedia

 

Blended Learning with Edmodo

 

Project Description:

 

Using the Dick and Carey instructional design model, student will develop an interactive multimedia object. The project is broken down into three parts:

  • Part 1: Design Document. Plan a multimedia/hypermedia learning object for a specific instructional need
  • Part 2: Learning Object. Produce the planned leaning object using available resources
  • Part 3: Summative Evaluation. Evaluate the learning object for quality and effectiveness.

 

Responsibilities Met:

Responsibility 2: Design. The candidate will design instruction (or human performance strategies) to meet the needs of learners. Design documents and projects must show evidence of analysis of problem situation, awareness of unique characteristics of intended audience and implications for instruction, selection and implementation instructional strategies consistent with analysis of the learning situation and intended learners, selection and justification of appropriate medias, and evidence of both formative and summative evaluation strategies.

Performance Indicators Justification

2.1 Demonstrates ability to perform analysis and documentation of instructional need or opportunity resulting in student-centered, performance based instructional objectives based upon, and appropriate for, a specific audience.

2.1 The creation of the design document itself required extensive analysis of both learners and context, and instructional need/opportunity. This design document informed the creation of the instructional solution, which was student-centered, catered to a clearly identified and extensively analyzed audience, and built upon performance-based instructional objectives, as detailed in the Assessment of Learning Outcomes section of the design document itself.

2.3 Demonstrates ability to select and integrate into instruction a variety of research-based instructional strategies.

2.3 I surveyed the existing training material for Edmodo and quickly determined the creation of material specific to Lampasas ISD users and a blended learning approach was necessary. A variety of multimedia tools were used in the creation of the instructional solution, including Camtasia, SitePals, Weebly, and SnagIt. The instructional strategies, based in large part on Gagne's five learning components, are detailed in the design document itself.

2.5 Demonstrates ability to use formative evaluations for iterative assessments of components of the design process.

 

2.5 The Learning Object Review details the evaluation process, which included multiple formative and summative asynchronous approaches, including the use of a Google Form as a survey tool, an ongoing analysis of learner success rates using assessments built, managed, and analyzed through ProProfs, and an informal digital pin board, available to any learner at any time, which solicited from learners suggestions on how to improve the course overall. Responses to evaluation data are included in the Action Response and Revisions section of the Learning Object Review.  

Responsibility 3: Development, Utilization and Management. The candidate will develop, utilize and manage a variety of media and instructional technologies to deliver instruction to students.

Performance Indicators Justification

3.1 Demonstrates ability to develop instruction using a minimum of three different medias.

3.1 I used text-based online instruction, combined with screenshots and videos I developed myself using Camtasia Studio, the Windows Snipping Tool, and Microsoft Picture Manager. I also created and embedded digital pin boards using Lino, and created an interactive, instructional coach to guide learners throughout the course using SitePal.  

3.2 Applies research-based rationale for the selection and utilization of technologies for learning. 3.2 The various technologies I chose to utilize in the course were the result of extensive learner and context analysis, documented in the Design Document, as well as a survey of existing instructional media. While I created most of the instructional content myself, some elements I utilized from other sources, like the video "See Edmodo in Action" within the introduction section, which was created by Edmodo but used in this course as it met the needs of my learners and course. 
3.3 Demonstrates ability to manage projects and evaluate progress and improvement. 3.3 A timeline was created initially and then revised throughout the design process. The timeline served to manage and measure progress during the design and development phase so that the project could be complete by the deadline. 

3.4 Uses the results of evaluation methods to revise and update instructional materials.

 

3.4 The Learning Object Review details the evaluation process, which included multiple formative and summative asynchronous approaches, including the use of a Google Form as a survey tool, an ongoing analysis of learner success rates using assessments built, managed, and analyzed through ProProfs, and an informal digital pin board, available to any learner at any time, which solicited from learners suggestions on how to improve the course overall. Responses to evaluation data and the instructional revisions that resulted are included in the Action Response and Revisions section of the Learning Object Review.  

Responsibility 4: Evaluation. The candidate uses incisive and relevant assessment and evaluation techniques (e.g., product or project which uses formative and/or summative evaluations). Candidate demonstrates the ability to evaluate quality of instructional materials and instructional systems using appropriate methodologies. Candidate also demonstrates the ability to use formative and summative assessment methodologies to ascertain the effectiveness of instruction in meeting instructional goals.

Performance Indicators Justification
4.2 Demonstrates ability to use summative strategies to evaluate the quality of instruction. 4.2 Course analytics provided multiple means for identifying areas of success and areas in need of potential improvement within the course. Through the use of ProProfs for assessment data analysis, Lino for anecdotal suggestions for course improvement from learners, and the use of a Google Form as an ongoing evaluation tool, the course was and continues to be, always a "work in progress."  In addition to those data points above, the overall success rate of the course and the rates of participation, success and failure continue to assist in the iterative process of course design.
4.3 Demonstrates ability to select a variety of appropriate assessment instruments and use those instruments to assess effectiveness of instruction in meeting instructional objectives. 4.3 In addition to utilizing ProProfs quizzes for the module assessments, and Lino for Wrap Up activities at the end of each module (which targeted short answer responses and the use of screenshots to illustrate objective mastery), there were also various troubleshooting guides and checklists throughout the course for learners to self-evaluate instructional objective mastery.

4.4 Documents results from formative evaluations and uses those results to revise instructional materials, and/or instructional development process.

 

4.4 The Learning Object Review details the evaluation process, which included multiple formative and summative asynchronous approaches, including the use of a Google Form as a survey tool, an ongoing analysis of learner success rates using assessments built, managed, and analyzed through ProProfs, and an informal digital pin board, available to any learner at any time, which solicited from learners suggestions on how to improve the course overall.

 

Responses to evaluation data and the instructional materials revisions that resulted are included in the Action Response and Revisions section of the Learning Object Review.  

 

Modifications Made

Numerous modifications were made based on learner feedback and course analytics, including an adjustment to the end of quiz notification system for Lesson Quiz #4, the adjustment of edit rights to the Lino boards so users could edit/correct their own sticky notes but not others, and the addition of extensive directions on all tasks asked of learners, including how to take a screenshot, creating profile images, and a final course completion checklist

 

After the course was completed, one of the changes I made based on ongoing feedback I received from my learners in the post-instruction survey, was to reduce the size of the embedded media used for the video-based instruction by 50% (from 800x600 pixels to 400x300 pixels). One of the learners said that the video had hung up or lagged during playback, and by reducing the size of the embedded media by 50%, I believe playback of the videos will be smoother for learners (though they will still have the option of going full screen if they'd like).  

 

A future change I would like to make is to replace the SitePal provided text-to-speech for my avatar to recorded narration I provide myself. This need was also noted in the post-instruction survey results, but will have to be done in the future when time allows, as replacing all the audio throughout the course with the least amount of site maintenance will take some time and preparation. 

 

 

 

 

 

 

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