Learning Technologies and Solutions-Class 2
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Class 2 of LTMS 510: Learning Technologies and Solutions at Harrisburg University in the Learning Technologies Master of Science Program
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Learning Technologies and Solutions-Class 2
- 3. Ryan Donnelly Neil Groft Tom Hanninen Stacy Kreitzer Tom Larkin Michael Morret Elizabeth Quintrileo LLancao Terrell Darden Betsy Riter Matt Rogers Rich Smith Justin Venters Dennis Wilson
- 5. Media Selection Design Analysis Development Implementation Evaluation
- 7. Organizational Culture & Learning Technologies
- 8. BREAK
- 9. Group Activity What are all of the elements that need to be consider as part of the delivery/experience created to facilitate learning? Create a document / diagram and upload it to the Learning Strategy assignment in Moodle.
- 11. Individual / Group Activity Individualy, list all of the learning technologies that you can think of - either specific tools or types of learning technologies. As a group, share the technologies listed and put them into categories. Create a document / diagram and upload it to the Learning Technologies Architecture assignment in Moodle.
- 13. Evaluation Assessment Learning Strategy Mgmt. Systems ----------------- Learning Technology Architecture ----------------- Learning Solutions Learning Outcomes Virtual Classroom Classroom Media Documentation Portfolio Community EPSS Simulation Game Online Course Mgmt. Systems Devices / Systems Organizational Strategy Performance Improvement Strategy Analysis
- 14. BREAK
- 15. Flowcharting
- 16. Storyboards
- 17. CMS LCMS LMS
- 18. Media
- 19. LTMS 510: Learning Technologies and Solutions
Notas do Editor
- Note: Agenda – Display as students enter the room Review Introductions (cont.) Topic 1: Organizational Culture & Learning Technology Topic 2: Learning Strategy Topic 3: Learning Technology Architecture Topic 4: Flowcharting & Storyboarding Topic 5: Management Systems
- Note: Student Introductions (4 minutes per student) – 15 mins. 6:05 – 6:20 PM Give them a few minutes to prep. Students introduce from their seats. Betsy, Ryan, Elizabeth and Terrell Name Background Education Career Learning Technologies Experience What is your favorite learning technology and how have you used it? Upload a photo
- Still need a photo from Terrell and Betsy Uploaded photos to the Moodle site where you can reference what your classmates look like.
- Note: Review (25 minutes) 6:20-6:45 PM Any question or any additional thoughts: learning strategy and domains of learning and analysis selecting learning technology presentation topic. We’ll be going over flowcharting and storyboarding tonight. Tom Hanninen and Betsy will be our first presenters on February 13 Mindmap: Show a few mindmaps and . No need to go into any in depth review. Overall: Thanninen – Advantage (Cheaper labor (facilitators - not teachers)) Mrogers – Student motivation – Jventers – New students. Will they need to be trained? Would like to see a little more depth in the mind maps. Again – no wrong, no right, but some were a little more simplistic than I’d expect. You can take a look at everyone else’s mind map in the folder out on the Moodle site. Student Survey: Go over general results of student technology survey. Remind students that haven’t taken it to do so. http://huwebsurvey.harrisburgu.edu/selectsurveynet/Login.aspx Go over the survey, questions 7 & 8 specifically . . . What do you expect to get out of this class (quest. 8)
- Note: 5 mins. 6:45 – 6:50 Purpose/focus of this course – from This is the instructional design process. You are familiar with this from LTMS 500: Instructional Design and Development. If you haven’t taken LTMS 500 this may be new. In instructional design, media selection can be part of the analysis and design phases. The goal of this course is to provide a foundational analysis of the learning technologies landscape so that when you are selecting media/mediums for learning solutions and designing instruction you will have a concept of all of the opportunities available – their strengths, weaknesses and considerations.
- Note: 5 mins. 6:50– 6:55 All of the variables that impact your learning strategy should be driven by your analysis activities as part of the instructional design process. For those of you who have taken the Instructional Design course, this will sound familiar. For those of you who haven’t – don’t worry. This is not a focus of this course, but we’re talking about it tonight to establish a framework for learning technologies selection.
- Note: 10 Minutes. 6:55 – 7:05 Reading and discussion: Strategy: Had you previously thought about a learning technologies selection strategy? Do the elements of the strategy outlined in the book (pg. 405) make sense to you (Set technology goals, form a team, determine categories and policies, pick tools, get money, buy, implement) Is there anything that you would add to the strategy outlined in the book (pg. 405)? Organizational Goals: How might your organizational goals impact the selection of learning technologies? Learning Goals: (pg. 408) How might your learning goals and learning objectives (learning strategy) impact the selection of learning technologies? Technology Goals and Policies: (pgs. 415 – 423) Do you think the concept of setting policies for technology selection has merit? Why or why not? Implementation: (pgs. 430-432) What has been your experience with the implementation elements described (involve information technology early, include course authors and developers, help learners start right)? Do these activities happen as part of implementation? Discussion Question: Does your organization have a strategy for selecting and implementing learning technologies? (If you’re not sure, what is our perception of the strategy based on what you’ve observed?) What would you do differently to improve the process and attitude of the selection and implementation of learning technologies in your organization? Dennis = yes, HACC has a strategy – explain it if you can Tom = yes, strategy for selection, but not for implementation Matt = have a strategy, but maybe not the most sound one The rest = no strategy really. Do you think people want to be involved?
- Note: 10 Minutes. 7:05 – 7:15
- Note: 15 minutes 7:15 – 7:30 25 Minutes, 15 minutes for group work, 10 minutes for all of the groups to present their diagram. Analysis of diagrams not necessary – but discussion on next slide can relate back to group diagrams. Students do diagrams in a document they can upload to Moodle assignment. Exercise – break into groups (3-4 to a group) Think about what your strategy is when you’re teaching. What are all of the elements that you need to consider as part of the delivery/experience you create to facilitate learning? There are no right answers, but I want you to think about as many elements of your learning design as possible. (Don’t think about technology – just learning design) And, I’d like you to present what you come up with in a list or diagram. (8 minutes to come up with ideas, 7 minutes to diagram).
- Note: 5 minutes 7:30– 7:35 This is a learning strategy diagram that we will reference this semester as we explore and talk about various learning technologies and how they support and impact a learning strategy. Domains of learning – what you want the learner to accomplish (learning objectives) should have the greatest impact on the design of the learning. This is a representation of Bloom’s Taxonomies. The Cognitive domain is the most commonly references, but there are taxonomies for psychomotor and affective domains as well. This representation is a combination of all of those. Experience – To achieve learning objectives the learner must have some sort of experience. The experience can be made up of information, activity, feedback and connections. Information = presentation or discovery of rote information Activity = doing something with the information (could be questioning – formal assessment, practice, simulation) Feedback = feedback on the activity Connect = connection to real-world application/relevance Motivation - Why are students interested in learning? What impact will it have on them?
- Note: 20 minutes 7:35– 8:00 Exercise – Individually, list all of the learning technologies that you can think of - either specific tools or type of learning technologies (i.e. Twitter = tool, Microblogging = type of learning technology) (5 minutes) Exercise – break into groups (3-4 to a group) – Share the technologies listed, then put your learning technologies into categories (10 minutes) You already did a little bit of this with your Learning Technologies mind map . . . But, this should focus specifically on the technology Review everyone’s categories (similarities/differences among groups and suggestions/observations) (5 minutes) Why do you think it might be important to take a look at learning technology options in this manner?
- Note: slides 12, 13 – 5 minutes (8-8:05 PM) Important to recognize options and how they are interconnected with each other, how they are interconnected with the learning strategy, and how they are interconnected with other systems.
- Categorizing technologies can assist us with evaluating the available opportunities without getting lost in the depths of all of the options that are available within each category. It can also help us communicate with others about the landscape in which the selection and use of learning technologies exists. That categorization however needs to be considered within the greater learning and organizational context. All of these technology options are decisions that need to be made within the organizational strategy, the performance improvement strategy, the analysis of the learning opportunity and the specific learning strategy Link to Jan. 14 article in eLearn magazine Step through the flowchart and link those questions back to organizational strategy This type of diagram is often referred to as a learning technologies architecture. A lot of organizations create an architecture diagram like this to identify how learning technologies interact with each other and other systems in the organization. Describe / talk through the diagram specific technology categories in the structure. This architecture represents our strategy for the course. (Addressed bottom and top of diagram somewhat in class 1). (Then highlight the technologies that we’ll be addressing directly) Management Systems Online courses Virtual classroom Classroom Media Portfolio Community Simulation Games Devices Evaluation and Assessment Any questions? We’ll come back to this diagram throughout the semester.
- Note: (8:05-8:15)– 10 Minutes.
- Note: (8:15-8:20– 5 Minutes. Flowchart presents process, workflow and relationships We introduce flowcharting in both LTMS 500 and LTMS 510 Why might flowcharts be important as part of eLearning development? Validation of design Brainstorming Communication Flowcharting is a part of the design process – planning for storyboarding. http://www.hci.com.au/hcisite2/toolkit/flowchar.htm – Review resource. Show the example flowcharts – go through entire Rounded box - use it to represent an event which occurs automatically. Such an event will trigger a subsequent action, for example `receive telephone call’, or describe a new state of affairs. Rectangle or box - use it to represent an event which is controlled within the process. Typically this will be a step or action which is taken. In most flowcharts this will be the most frequently used symbol. Diamond - use it to represent a decision point in the process. Typically, the statement in the symbol will require a `yes' or `no' response and branch to different parts of the flowchart accordingly. Circle - use it to represent a point at which the flowchart connects with another process. The name or reference for the other process should appear within the symbol. Tools: (Show examples of flowcharting tools) PPT (show symbols and flow charting in PPT) Word (show boxes and lines for flow charting in Word) Visio – should be able to access through Citrix (https://access.harrisburgu.net/) to demo if you don’t have a local install. http://www.gliffy.com/ May look similar to mind mapping, but difference is it’s relational and variable. Flowcharting isn’t a part of your presentation assignment, your outline is really your flowchart for your presentation. But, it’s important to be aware of flowcharting as a design tool for interactive design where there is branching and learner options . And, you may want to consider flowcharting for your presentation. We’re not going to go in-depth with flowcharting. It is explored more as part of the project process in the eLearning Development course (LTMS 518).
- Note: (8:20-8:35)– 15 Minutes. Storyboard / script Like in the movies, before you turn the cameras on . . . You need a plan, a script. The same is the case in learning technologies, especially asynchronous environments (explain asynchronous vs. synchronous if necessary) Storyboard Templates: (examples in moodle) Text-script PPT screen PPT notes Read through: http://www.mcli.dist.maricopa.edu/authoring/studio/guidebook/storyboard.html#check What goes into a storyboard? Have the students access/read “what’s in a storyboard section” and answer any questions they may have - http://www.elearningguild.com/pdf/2/050304des.pdf Benefits of storyboard: Validation of design Validation of flowchart Identification of programming needs Communication Asset Management Tools: Word Powerpoint Excel Storyboard for Your Presentation: (example in moodle in project description area) Presentation storyboard
- Note: LMS & LCMS & CMS (virtual school system) (5 minutes –6:50-6:55) Betsy - What’s the difference between an LMS, an LCMS and a CMS? How do/can an LMS, LCMS & CMS work together/compliment each other? How might you describe this diagram? LMS / LCMS / CMS have their specific roles but the lines are blurring as the tools and industry evolve. Do these as poll questions in Connect. Mind maps Thanninen - Used for Business Institutions for training (Doesn’t your school have an LMS also?) Mmorret - Limited classroom management ability, Allows for learner collaboration, Allows for competency mapping and skill gap analysis Mrogers – LCMS = based on the learning objective model – LEARNING OBJECT model, LCMS – use points of pain to determine instructional need Rsmith – LCMS manages completion? Incorrect. Learning Management Systems manage a single course? Incorrect. Jventers – LMS includes e-Learning Programs, LCMS = Reusable Content Dwilson - Competency mapping - skill gap analysis, LCMS allows for Navigational controls are not hard coded
- Go over Management Systems technology next week Assignments for next week Materials posted in Moodle. Management Systems: Read eLearning Tools & Technologies, Chpts. 9 (pgs.169-188), 10 (pgs.189-206) Media: Read Media, Modes and Learning (Background Concepts, Media Characteristics and Impacts on Learning, Print and Text, Still Graphics and Static Displays, Sound and Music, Video and Animation, Multimedia) Graphics: Read “5 Common Visual Design Mistakes” Audio: Read “4 Simple Tips for Recording High Quality Audio” Audio: Read “13 More Tips to Help you Record Narration Like a Pro” The Flipped Classroom file iTunes U: Educating the world (including the comments) file Media Mind map
- It’s about creating an active learning environment in which people are enabled by technology to improve learning outcomes, improve performance and increase collaboration