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

FunctionalityFunctionality

Based on Needs Assessment and Use Case Maps

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

Course Design ModelCourse Design Model

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!

VI. Questions & AnswersVI. Questions & Answers

QUESTION AND

ANSWER FORUM

?