IM634 Tk20 Design Doc DBlanchard MHowe Final Version

eLEARNING EXPERIENCE FOR Tk20 LEARNERS IN THE SCHOOL OF EDUCATION

byDavidson Blanchard

B.A., St. Cloud State University, 2010

Melanie HoweB.A., Gustavus Adolphus, 2013

Instructional Design DocumentSubmitted to Dr. Yun Jeong Park

ofSt. Cloud State University

in Partial Fulfillment of the Requirementsfor IM634

St. Cloud, MinnesotaOctober, 2015

Running Head: eLEARNING EXPERIENCE FOR Tk20 LEARNERS

Introduction

Tk20 is an essential component to academic achievement for students in the

education department. Students will need to learn how to use Tk20 as a requirement for

their graduation. However, the instructions provided have been met with a significant

amount of confusion by students. By providing St. Cloud State University (SCSU)

students, who are beginning their student teaching requirements, with eLearning modules

covering the processes and understandings of compressing videos, uploading both videos

and artifacts independently and competently to Tk20 in order to complete their portfolios

for licensing, this eLearning experience can help address the identified problem. The

following document is an analysis of the project including context, audience needs and

task analysis.

Learning Context

Needs:

Problem Model Analysis: The implementation of a new portfolio and assessment

system is a new and innovative solution which meets the needs of both the students and

the administration of SCSU. Previous experience with similar web-based software may

aide in the transition to this new system, but all parties involved will need to learn new

procedures to fully embrace the specific offerings this web-based solution offers. These

new procedures will allow users to quickly navigate and successfully utilize the

implemented system.

Discrepancy or Innovation Analysis: The innovation model was selected for

this instructional goal because the new solution that is going to be implemented will

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change the way users interact with their portfolio and assessment information. This

model will accommodate the learner’s need for this change in process and web-based

software.

Learning Environment:

As an eLearning experience, the learners will be participating with the content in

a number of ways. Learners may be in a number of physical settings, or accessing the

content on a number of devices (specifically different screen sizes). The eLearning

modules may be accessed as part of a course or as an independent exercise. The modules

will need to be designed in a way to allow for our learners to best access to content on

any device at any time.

To accommodate the vast learning environment, the eLearning modules will be

created using Adobe Captivate 9. This software will provide the design team the

capabilities to format content into an responsive module which will adapt to various

devices. This will allow the learners the freedom of accessing this important content,

regardless of their location.

As there are very little pre-created resources or curricula, the design team will

need to reference the basic resources provided by Tk20 while creating a robust eLearning

experience. By referencing the previously created resources, this project will be able to

have an appearance that is in-line with other resources utilized by SCSU. Utilizing such

resources will also provide our learners with a familiar feel and use of specific

terminology.

Learners

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Critical characteristics

As this project targets adult learners primarily ages 22 and up, the learners and

style of instruction can be categorized as andragogy. Knowles’ Five Assumptions of

Adult Learners identifies important learner characteristics such as their self-concept,

ability to apply previous experiences, their readiness to learn, orientation to learning, and

specific motivations to learn. Knowles went as far to research the impacts andragogy can

have on personal computer trainings. It was found that the learners need to know the

specific reasons why tasks are being taught; that instruction should be task-orientated;

instruction should allow for various experience levels; and that as the learners are self-

directed, instructions should allow learners to discover things and knowledge for

themselves through guided experiences (Pappas, 2013).

In addition to Knowles’ five assumptions, Heo and Lee (2013) discuss four

different perspectives of adult learning and the learners and the style of instruction can be

seen through the the perspective of learning as an acquisition process. It states within this

perspective that learners through academia or everyday activities will acquire knowledge,

competencies, or strategies (Heo & Lee, 2013). This perspective is similar to Knowles’

ability to apply previous experiences, which is necessary for our learners’ to utilize when

completing the eLearning workshop and activities presented. Many of the learners don’t

have an understanding of why this process is important and Heo & Lee (2013), describe

the perspective of learning as a reflection process, which initiates meaning-making

through reflection. This not only relates to Knowles’ specific motivations to learn, but

also orientation to learn because the students need to bring their attitudes towards

wanting to understanding the importance of learning Tk20 for graduation.

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Internally, data collection will take place through working with both the subject

matter expert (SME) and client to analyze the specific needs of the learners. This data

collection will take place through guiding the discussion to focus on the essential

questions to consider referenced by (Morrison, et. al., 2011). This will allow the team to

align the content knowledge from the SME with the andragogical knowledge of the

design team, to best meet the needs of the learners – in turn meeting the needs of the

client. Our team has a specific understanding of multimedia theory and active learning

strategies, we will design and implement an eLearning activity, which will engage the

learners in multiple ways.

Prior knowledge

The students have an understanding the requirements of their portfolios, and

understanding of the general process of working with the Tk20 user interface, but lack

the strong understanding and working knowledge of how to complete various processes.

It should be noted that although this is a requirement, the learner population has a varied

level of understanding about Tk20.

Although the learners are highly motivated they may also be frustrated to learn

that they need to complete the eLearning modules to most effectively learn how to

successfully complete the required procedures and processes required for graduation and

licensure. The learners may already be busy with coursework and other related work, the

eLearning modules may be seen as additional and unneeded work. This is relevant

because the eLearning modules will need to be designed to engage the learners, be

effective resources, and catch the attention of the learner with a statement of objectives

immediately.

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Implications for design

The instructional implications that can be made from this data and description of

learners include:

The learners will need a clear set of instructions to complete each module.

To better meet the needs of the learners, content must be created utilizing

principles from Mayer’s (2014) multimedia theory and must be designed in a style

which establishes the relevancy of the topic to the learner’s needs (Novotney,

2010).

The learners have a limited amount of time to master the required skills, all

learning modules must be meaningful and include authentic examples.

The learners may become frustrated at the tasks at hand due to scheduling, all

learning modules must be concise and of appropriate length to not deter learners.

While designing learning experiences the team will need to utilize active learning

strategies, such as student response systems or game based learning activities, to

best engage the millennial learners in instruction while in an eLearning

environment (Novotney, 2010).

The learners may have access to various styles of computers, the learning

modules must be designed to be effective and visually appropriate for various

screen sizes (including phone, tablet, and computer).

Learning Task

Goal

The learning goal is focused on the successful implementation of Tk20 as a

learning portfolio and assessment solution for the students and administration of SCSU.

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To utilize this web-based software, students will need a thorough understanding of

multiple skills which require procedural and declarative knowledge.

Objectives and Description of Tasks

Learning Goal: Upon the completion of this workshop, the learners will be able

to successfully demonstrate the processes of compressing videos using handbrake,

without error (Procedural knowledge). Reference Appendix B.

The types of learning domains considered are intellectual, attitude, and

psychomotor skills. It is because of the provided eLearning workshop that the

learner’s use their procedural knowledge (intellectual) to follow the given

instructions to know how to use HandBrake to compress their videos. The use of

psychomotor skills by the learners is seen through their use of coordinating

muscular movements to complete the procedure, but it is necessary for the

learners’ attitudes to be in a mental state for them to chose to participate.


to successfully demonstrate the processes of uploading artifacts, including mp4

files, images, pdfs, and text documents, to their Tk20 portfolio without error

(Procedural knowledge). Reference Appendix C.

The types of learning domains utilized are declarative, attitude, and

psychomotor skills. The provided instructions are requiring the learners to use

their declarative knowledge to recall from their eLearning module and personal

handbooks of what file types the learner’s artifacts need to be in. The learners’

psychomotor skills are being used to coordinate their muscular movements to

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complete the procedure of uploading artifacts, but it is necessary for the learners’

attitudes to be in a mental state for them to successfully complete the eLearning

workshop.


to successfully identify example situations which demonstrate the importance of

reviewing a portfolio prior to submission (Declarative knowledge). Reference

Appendix D.

Types of learning domains considered is declarative, attitude, and

psychomotor skills because the provided instructions are requiring the learners to

use their declarative knowledge to recall from the eLearning workshop the

examples of what key components to look for when reviewing their portfolio prior

to submission. Again it is necessary for the learners’ attitudes to be in a mental

state for them to chose to participate.

Lesson-Level Organizational Strategy

Anticipatory Set

To introduce the objectives of the eLearning experience, we will relate the skills

covered in the modules to the processes for applying for graduation and licensure.

Without applying the skills covered in the objectives, the learners will be unable to

complete their requirements, hence unable to apply for graduation and/or licensure. By

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making this connection, the learners will establish a sense of priority for successfully

completing the modules.

Objective: Upon the completion of this workshop, the learners will be able to

successfully demonstrate the processes of compressing videos using HandBrake, without

error.

Establish Instructional Purpose and Preview Lesson: This module will guide

you through the steps of compressing videos using handbrake. You will review the

acceptable video file types and file sizes. You will also have an opportunity to practice

this skill.

Body & Rationale

Recall Prior Knowledge: To recall prior knowledge, learners will be

reminded that to meet the requirements of the program, they must record

themselves and upload the file to their Tk20 portfolio. Then, the learners will be

instructed of the acceptable file types and sizes, and that HandBrake is the free

software selection available for file conversion. This will allow the learners to

prepare for the upcoming content.

Instructional Input & Modeling: Learners will experience the modeling

of downloading the software, installing the software, and using the software

through a short screencast tutorial. This tutorial will guide the learners through the

procedure, interjecting the importance of the steps. Next, the learners will practice

this operating the HandBrake software through an Adobe Captivate simulation.

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Engage Learners in New Learning: Now that the learners have a

thorough understanding of the process of converting videos using HandBrake,

they will put this knowledge to use by compressing their personal video sample.

The learners will be instructed that they may use the eLearning module as a guide

through this process. Upon completion, the learners will be asked to save the file

to their desktop for use in the next section of the eLearning workshop.


successfully demonstrate the processes of uploading artifacts, including mp4 files,

images, pdfs, and text documents, to their Tk20 portfolio without error

Establish Instructional Purpose and Preview Lesson:

This module will guide you through the steps required to upload various

artifacts to your Tk20 portfolio. You will review various file types you may

encounter through this process. You will also have an opportunity to practice this

skill.

Body & Rationale

Recall Prior Knowledge: To recall prior knowledge, learners will be

reminded of the portfolio requirements they must meet for graduation/licensure.

Then, the learners will be presented with a list of acceptable file types and a visual

representation of each artifact. Learners will be engaged in this section with a

matching exercise which will require the learners to use their recalled knowledge

of both portfolio requirements and examples of file types. This will allow the

learners to prepare for the upcoming content.

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Instructional Input & Modeling: Learners will experience the modeling

of uploading various artifacts through a short screencast tutorial. This tutorial will

guide the learners through the procedure, interjecting the importance of the steps.

Then, the learners will use an interactive virtual graphic organizer to sequence the

steps of this procedure. The use of this graphic organizer will provide the learners

with an engaging second strategy which will assist in achieving the objective.

Engage Learners in New Learning: Now that the learners have a

thorough understanding of the process of uploading various file types, they will

put this knowledge to use by uploading a file to their personal Tk20 portfolio. The

learners will be instructed that they may use the eLearning module as a guide

through this process. Upon upload, the learners will take a screenshot and upload

it to their drop-box. This will serve as the assessment of this objective.


successfully identify example situations which demonstrate the importance of reviewing

a portfolio prior to submission.

Establish Instructional Purpose and Preview Lesson:

This module will guide you through learning about the importance of

reviewing portfolios prior to their submission. You will review multiple example

scenarios which highlight the importance of this process. You will also have an

opportunity to practice this skill.

Body & Rationale

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Recall Prior Knowledge: To engage learners in activating their prior

knowledge, they will be prompted to think of a time when they have submitted an

assignment without review it. The module will then display multiple keywords the

students may have experienced (such as doubt, panic, fear). These keywords will

be displayed to establish an emotional priority to this portion of the lesson and to

allow learners what to anticipate and avoid.

Instructional Input & Modeling: Learners will be alerted that they are

going to be reading experts of text, and that they should reflect on why each

selection is a meaningful example of why the review process is important.

Learners will read through excerpts of text which explain why the review process

is a vital step in completing their requirement. This passive learning activity will

be partnered with an interactive assessment, styled as a game.

Engage Learners in New Learning: Learners will participate in an

eLearning activity (Captivate “Game”) where they will be identifying situations

where it is important to review work prior to submitting. The activity will be

designed to reinforce the learners’ prior knowledge, and previous readings. This

learning activity will provide feedback upon correct or incorrect answers.

Lesson Conclusion

Upon the completion of all eLearning modules, the learners will be presented with

a completion page which congratulates the learners for their work and provides a short

review of the addressed skills. This page will also establish how the learners will

implement these skills in the future.

Completion page example:

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Congratulations!

Now you have completed the eLearning modules addressing video compression,

the uploading of artifacts, and importance of reviewing your portfolio. These

skills will be utilized when you are completing your Tk20 portfolio as a piece of

your graduation and licensure process. By having a strong understanding of this

process now, you will be able to better complete your requirements successfully.

Cognitive Description of Lesson

The design of this eLearning experience is founded on research based strategies

and principles. Each objective is covered in a unique eLearning module, these are

structured in succession. Each lesson is formatted to strategically engage learners,

utilizing the Nine Events of Instruction (Gagne, 1985) and Mayer’s (2014) 12

Multimedia Principles. By utilizing such strategies and principles, the quality of

instruction is supported by research-based best practices.

Following Gagne’s nine events of instruction, each module engages learners from

the start, then presents learners with a preview of the lesson, delivers the content, allows

for practice supported with feedback, and assesses learner performance before providing

examples of future applications. By informing the learners of the topics they are learning

about in each module, the learners will have an opportunity to start making personal

connections with the content and will be internalizing the information for future

application. Allowing the learners to interact with the content through guided practice

engages learners in critical thinking and performance, an active learning strategy, by

providing automated feedback the learners will be supported if making an error or

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completing the activity successfully. Gagne’s nine events of instruction act as a strong

sequencing track for the lesson to follow and ensures that learners will not only be

supported with feedback, but also challenged with future applications.

As the eLearning modules utilize screencast style components (both passive and

interactive), the quality and design of these multimedia assets is an important factor in the

effectiveness of the eLearning experience. By referencing the research-driven strategies,

the multimedia assets within each module can engage the learners without the fear of

being over-stimulating. While all 12 of Mayer’s (2014) principles are important to

reference when designing such assets, the Modality Principle, the Segmenting Principle,

the Pre-training Principle, and the Signaling Principle are all essential for the content the

modules are covering. By implementing effectively designed multimedia assets, the

eLearning modules become more cognitively robust and meaningful.

Conclusion

This project was developed with the goal of providing instructional strategies for

teaching students how to competently compress and upload files, and confidently review

their portfolios prior to submission. The target audience are learners 22 and up starting

their student teaching, who have prior knowledge of their requirements for graduation

and licensure. Gagne’s Nine Events of Instruction, Knowles’ Five Assumptions of Adult

Learning, and Mayer’s 12 Multimedia Principles were theories and principles use to

present a basis for the instruction. Gagne’s research was used as a framework to carry out

our instruction strategy, along with Mayer’s multimedia principles. The recall of prior

knowledge of skills and concepts helped establish a schema to connect new learning.

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Students will be able to see examples of the skills and key components of Tk20 and use

what they have learned from the eLearning workshops to successfully complete an

eLearning activity.

The easiest parts of implementing is that we have a limited amount of knowledge

on the project, and share a strong vision with our SME and client that working together

towards a common goal for our project. Additionally, knowing that this can be a tool for

the SCSU students increases the outcome of a positive response by the students, knowing

they have had the practice and acquired more knowledge of Tk20. Challenges that may

arise while implementing our eLearning workshop is the technology not cooperating,

especially because we need the reliable internet and technology to present the modules.

Also, learners misinterpreting the how to navigate or use the eLearning module, because

a well developed eLearning module should clearly state how to use it.

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References:

Gagne, R. (1985). The Conditions of Learning (4th.). New York: Holt, Rinehart &

Winston.

Heo, G. M., & Lee, R. (2013). Blogs and Social Network Sites as Activity Systems:

Exploring Adult Informal Learning Process through Activity Theory Framework.

Educational Technology & Society, 16 (4), 133–145.

Mayer, R. E. (Ed.). (2014). The Cambridge handbook of multimedia learning (2nd ed.).

Cambridge University Press. [Kindle version]. Retrieved from Amazon.com

Morrison, G.R., Ross, S.M., Kalman, H.K., & Kemp, J.E. (2013). Designing effective

instruction (7th ed.) [Kindle version]. Retrieved from Amazon.com

Novotney, A. (2010). Engaging the millennial learner. Monitor on Psychology,41(3), 60.

Retrieved from: http://www.apa.org/monitor/2010/03/undergraduates.aspx

Pappas, C. (2013). The adult learning theory - andragogy- of Malcolm Knowles.

Retrieved from: http://elearningindustry.com/the-adult-learning-theory-

andragogy-of-malcolm-knowles

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Appendix A:DETAILED TASK ANALYSIS:

o Learning Goal: Upon the completion of this workshop, the learners will be able to successfully demonstrate the processes of compressing videos using handbrake, without error.

Task Analysis: Flow Chart: See Appendix B

Task 1: While sitting at a computer, the student will open the compression

software HandBrake. Type of Learning Outcome/Domain & Rationale:

o Psychomotor: Physically sitting and positioning hand to complete the task.

o Intellectual: Principles of following the rules provided. Task Outline:

o 1.1 Sit down at computer 1.1.1. Turn on computer 1.1.2. Log in to computer 1.1.3. Locate compression software HandBrake on

desktop 1.1.4. Open HandBrake

Task 2: Using HandBrake the student will successfully compress their

video. Type of Learning Outcome/Domain & Rationale:

o Psychomotor: Physically sitting and positioning hand to complete the tasks.

o Intellectual: Principles following the rules provided. Task Outline:

o 2.1. With HandBrake opened already from Objective 1, Find File

2.1.1. Locate ‘SOURCE’ 2.1.2. Choose ‘FILE’ 2.1.3. Open a single file 2.1.4. Locate video within your personal folder

2.1.4.1. Select ‘OPEN’ 2.1.5. Locate ‘DESTINATION’ 2.1.6. Select ‘BROWSE’ to choose a file where the

compressed version will be saved (recommended is desktop)

2.1.6.1. Place cursor in File Name 2.1.6.2. Label file as your name followed by

‘COM’ for compressedo 2.2. Verify Compression Settings

2.2.1. Locate ‘OUTPUT SETTINGS’

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Appendix A - Continued:

2.2.2. Check that ‘CONTAINER’ is pre-set as MP4 2.2.3. Locate ‘VIDEO’ tab and select 2.2.4. Check to see that ‘VIDEO CODEC’ is pre-set

to H.264(x264) 2.2.5. Check to see that ‘FRAMERATE (FPS)’ is

pre-set to ‘SAME AS SOURCE’ 2.2.6. ‘VARIABLE FRAMERATE’ is selected 2.2.7. Check to see that ‘QUALITY’ is pre-selected

as ‘CONSTANT QUALITY’o 2.3. Start Compression

2.3.1. Locate ‘START’ 2.3.1.1. Select

2.3.2. ‘START’ will change to ‘STOP’ 2.3.2.1. ‘STOP’ will change back to

‘START’ compression is complete Task 3:

While sitting, the student will successfully upload their compressed video to Tk20 without error.

Type of Learning Outcome/Domain & Rationale:o Psychomotor: Psychically sitting and positioning hand to

complete the taskso Declarative: Recalling of criteria of edTPA and Tk20o Intellectual: Principles of following the rules provided

Task Outline:o 3.1. Locate and open a browsero 3.2. Login to edTPA with your personal IDo 3.3. Locate your portfolio

3.3.1. select ‘START’ where video clip(s) are to be uploaded

o 3.4. Select the ‘UPLOAD FILE’ 3.4.1. Locate your compressed video 3.4.2. Continue

o 3.5. Once you have reviewed your uploaded video select ‘READY TO SUBMIT’

o Learning Goal: Upon the completion of this workshop, the learners will be able to successfully demonstrate the processes of uploading artifacts, including mp4 files, images, pdfs, and text documents, to their Tk20 portfolio without error.

Task Analysis: Flow Chart: See Appendix C

Task 1: While sitting, the student will successfully upload their artifacts to

Tk20 without error.

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complete the taskso Declarative: Recalling of criteria of edTPA and Tk20o Intellectual: Principles of following the rules provided

Task Outline:o 1.1. Locate and open a browsero 1.2. Login to edTPA with your personal IDo 1.3. Locate your portfolio

1.3.1. select the tab that you wish to upload your document

o 1.4. Select the ‘CLICK HERE TO ATTACH’ 1.4.1. Select ‘Continue’ 1.4.2. Title should be the name of your form 1.4.3. Select file

1.4.3.1. Find the file you want to upload or 1.4.3.2. Drag the file 1.4.3.3. Select ‘SAVE’ 1.4.3.4. It should say that everything was

uploaded and saved 1.4.4. Select ‘SAVE DRAFT’

o Learning Goal: Upon the completion of this workshop, the learners will be able to successfully identify example situations which demonstrate the importance of reviewing a portfolio prior to submission.

Task Analysis: Flow Chart: See Appendix D

Task 1: While sitting, the student will successfully identify examples

situations which demonstrate the importance of reviewing a portfolio prior to submission.


complete the taskso Declarative: Recalling specific examples previously

learnedo Intellectual: Principles of following the rules provided

Task Outline:o 1.1. Locate and launch the learning activity from within the

eLearning module.o 1.2. Participate in and complete the learning activity

1.2.1 Read all directions regarding the learning activity

1.2.2 Completely read each situation

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1.2.2.3 Reflect on the specific situation and respond accordingly; completing all prompts/examples

1.3. Upon completion of the learning activity, complete and exit the eLearning module.

Pre-requisite Analysis:

o Learners Must: Know the basic functions of a computer (whether it is a Mac/PC)

Examples:o Turning computer on and offo Saving documents/various content to desktop or specific

folderso Knowledge of the different tools the right and left clicks on

a mouse do Know what edTPA’s requirements are for specific portfolios

Such as:o Knowing what types of files are excepted, but also

recommendedo Know what the maximum video file size allowed by

edTPA Know the basic functions of a web browser Know how to load/transfer a video from a mobile recording device onto a

computer prior to compressing and upload

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Appendix B:Flow Chart: Learning Goal: Upon the completion of this workshop, the learners will be able to successfully demonstrate the processes of compressing videos using handbrake, without error.

Does the student have HandBrake

open properly?

Computer is on

Review student’s pre-requisites for basic computer functions

Logged into personal desktop through StarID

Can the student locate ‘START’

within HandBrake?

No

Yes

Yes

Yes

Yes

Compression software HandBrake is properly located and opened

No

No

Yes

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Running Head: eLEARNING EXPERIENCE FOR Tk20 LEARNERSAppendix B - Continued:

Pre-Set Content checked

File destination is labeled

Located video file

Video successfully compressed

Has the learner properly started the video compression?

Can the student locate their portfolio

within Tk20?

Browser opened

Logged into edTPA

Portfolio is located


Review steps for locating HandBrake compression

software

No

No

No

No

NoYes

Yes

Yes

No

No

No

Yes

Yes

Yes

Yes

Yes

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Running Head: eLEARNING EXPERIENCE FOR Tk20 LEARNERSAppendix B - Continued:

Has the video been uploaded? ‘Start’ has been selected

under video clips

‘Upload File’ has been selected

Compressed Video located

Video has successfully been submitted

Review steps for locating portfolio

No

No

NoYes

Yes

YesNo

Yes

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Appendix C:Flow Chart: Learning Goal: Upon the completion of this workshop, the learners will be able to successfully demonstrate the processes of uploading artifacts, including mp4 files, images, pdfs, and text documents, to their Tk20 portfolio without error.

Has the student

successfully located their

portfolio?

Browser is opened


Logged into Tk20

Has the file successfully been

uploaded?

No

YesYes

Yes

Yes

No

No

Yes

Specific Portfolio located

‘CLICK HERE TO ATTACH’ has been located

File has been located

File has been saved and uploaded successfully

Yes

Yes

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Running Head: eLEARNING EXPERIENCE FOR Tk20 LEARNERSAppendix D:

Flow Chart: Learning Goal: Upon the completion of this workshop, the learners will be able to successfully identify example situations which demonstrate the importance of reviewing a portfolio prior to submission.

File has been saved and uploaded successfully

Is the activity opened?

Computer is on

Captivate is opened

Student exited the eLearning Module

Is the activity completed?

Student participated and successfully completed

activity


Yes

Yes

YesYes

No

Yes

No

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Documents

IM634 Tk20 Design Doc DBlanchard MHowe Final Version