Sloan 2010, Advanced Authoring, Engaging Learners
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This document summarizes the services provided by Advanced Authoring LLC, an educational technology company founded by Britt Carr. It discusses how Advanced Authoring uses innovative technologies to create engaging online learning experiences for higher education institutions. It provides examples of interactive simulations and tutorials they have developed for topics like photography equipment, business management, and microscope use. It also outlines strategies they employ like randomization, customization, and simulations to improve online instruction and help institutions address challenges of increased enrollments and limited resources.
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Sloan 2010, Advanced Authoring, Engaging Learners
- 1. Britt Carr, Creative Director, Advanced Authoring, LLC Chapel Hill, NC
- 2. Agenda • About Advanced Authoring • Benefits to institutions and organizations • Strategies • Examples • About Britt Carr • Acknowledgments
- 3. • Advanced Authoring uses innovative technologies to create meaningful, learner-centered experiences for institutions, or organizations
- 4. • We create activities: • designed to immerse and engage the learner • designed to show learner’s mastery • designed to provide quality learning experience
- 5. • Founded by Britt Carr, in response to requests from institutions and organizations • To assist with increasing quality of instruction in an online format • As a supplement to traditional classes, • As well as completely online courses or programs
- 6. Strategies
- 7. Challenges facing institutions • Enrollments are skyrocketing • Instructional technology resources are tight or nonexistent • Teaching loads are heavy on faculty and staff • Classrooms are crowded • Institutions need a better way of using online instruction to stay competitive
- 8. Solutions • Invert classrooms • Free up resources/facilities by shifting knowledge acquisition outside the classroom- but do so in a learner-centered fashion rather than a passive approach • use face-to-face class time for meaningful discussion or facilitated group work
- 9. Solutions • put the learners in charge of their own education • allow students to demonstrate deeper knowledge or mastery of subjects • allow learners to personalize their experiences
- 10. Solutions • We design activities that challenge students to think rather than to memorize • We create activities designed to build comprehensive knowledge • We design to be reused vertically, within the discipline • We architect interactions that can be repurposed horizontally, within the institution
- 11. Randomization • We make activities that randomize challenges and their solutions • We let the learner try and try and try again • We remove the assumption that they know simply because the guessed the right choice
- 12. Customization/Personalizatio n • If available, we use information about the student to personalize • We make the activity literally about them • We allow the user to alter the outcomes, or preferences, perhaps several different ways
- 13. Interaction / Simulation • We create activities that look and act as the real world would • We design interactions to take advantage of multi- modal learning • We allow the user to alter the outcomes, or preferences, perhaps several different ways
- 14. Examples For a complete demonstration, please visit our poster session, or view the screencast demos at: http://www.advancedauthoring.com/sloan/
- 15. Miami University’s Sewing Tutorial • Photorealistic, 3D machine you can thread. • Recycled for stage lighting safety tutorial • Designed to help students learn sewing safety procedures
- 16. Art Institute’s Virtual Photo Studio • 3D photorealistic environment • Random, timed challenges all using the same approach • Designed for mastery of troubleshooting electrical photography equipment in a studio situation
- 17. Miami University’s Virtual Audience • Audience watches, listens, and reacts to you! • Random actions by audience designed to distract the performer • Designed to help students suffering from stage fright
- 18. Current Projects
- 19. MBA Business Sim Sim • Simulated company where student assumes various management positions • Game play is aligned with each course’s syllabus • Designed to help students make business decisions with outcomes that might affect them later in the sim
- 23. Contact US: britt_carr@advancedauthoring.com www.advancedauthoring.com Screencasts of activities shown here, and many more: www.advancedauthoring.com/sloan/
- 24. Who is This Britt Carr Anyway? • ’92: producing forensic video for courtroom exhibits w/ 3D • ’94: building online degree programs for NAU-Online and Arizona State Universities. Founded Advanced Authoring. • ‘98-2001: Internet Strategist for Macromedia, Inc. Ed/eLearning/Govt. Group. • Managed Macromedia’s eLearning Award Program until 2004 • Instructional Designer / Tech. Specialist for Miami University 2001 - August 2010.
- 26. • Clute International Institute on Teaching and Learning; “Best of Show” 2008 • Invited to join Adobe Education Leaders Organization, 2008 • Miami University Pride Award / Delivering Value Winner 2009 • New Media Consortium, “Best of Conference”-- People’s Choice and Judges’ Choice, 2009. • Ohio Learning Network, Invited Keynote Speaker, 2009 • Invited Presenter, Adobe On-Demand- Education Series, 2009 • Invited Presenter, Adobe MAX 2009/2010 • Invited Presenter, Adobe Summer Institute, 2009/2010 • Adobe Impact Award for contributions to education, July,2010
- 27. Acknowledgments Ryan Davidson - Flash Developer Michele Gingras - Miami University Meghan Petters - Miami University Tim Rentler - Education Management Corporation Mike Link - Education Management Corporation The student workers at A.L.T. - Miami University
Notas do Editor
- The learning object was created to reduce the time needed for students to complete the training and master a pre-test in an introductory costuming class. The activity is played in a few different steps: •Step one requires students to become familiar with the parts of the machine by exploring a list of parts the students will be required to interact with in the following activities. Each interactive part has a close up photo and description showing how each part operates. •Step two requires students to take a fun quiz by identifying the part described by the function listed. •Step three shows an exemplar video of winding the bobbin and loading the thread in various parts of the machine. The video is also available for the iPod (See the job-aide post) video format. Students have been using this as a ‘job aide’ while actually threading the real machine for the first time. •Step four is a simulation requiring the students to wind the bobbin, load the bobbin and thread the machine.
- Art Institute was looking for an interactive way to help students learn diagnosis procedures for photography studio lighting with the level of realism delivered for the Miami University’s Theatre Lighting Crisis (see blog: http://www.learningactivities.wordpress.com ). We designed a few custom components to be re-used by a sister (South) university’s nursing activity which is currently in the works. The logic and procedures will be very similar to the VS’s components. But, by inserting new imagery, a completely new look and feel can be achieved (stay tuned on that one). This activity is so smooth and flowing, and the imagery is so clear, you actually feel like you are in the studio yourself. This immersive environment works the way it was supposed to. Students of A.I. are taught the procedures of setting up the electrical components and diagnosing failure points in class before they actually do the online activity. Having that info already provided for them left us the ability to focus on the interaction and real-game play.
- The initial faculty request was to create a DVD with loopable video that would allow a music student to practice in front of an audience that did the distracting things audiences do: cough, sneeze, whisper, etc. In theory this would allow the student to be desensitized to audience distractions. We satisfied the faculty’s initial request by making a DVD. But, we asked to go a step further, and make a more interactive version by using Flash’s ability to sense user’s movement and sound using a web camera’s lens (as the audience’s eyes) and mic (as their ears).
- This interaction is currently in development. And to protect my client’s interest, we have agreed to reveal as little of the specifics as possible. Essentially, the student plays this simulation through their entire business program. The game delivers random scenarios based on the class the student is taking at the time. For example, when the student takes an accounting class, the student assumes the role of a manager in the accounting department. The decisions they make about policy and procedure, stay constant in the game. When the student takes the finance course, they might have to be restricted to decisions that were made as a result of their accounting position. The outcome helps the student identify different scenario’s stakeholders, and provides them with a holistic approach to business. The game will initially be delivered via desktop, on the Adobe AIR platform. The design is such that when the university is ready to roll out the simulation to students on via mobile devices, few changes will be required.
- I first became interested in instructional technology in 1992 developing video reconstructions and 3D animations of accidents. My first 3d animation was the first case to win solely on the media used in the exhibit on the jury. In both undergraduate and graduate school, I worked with the offices of teaching and learning and distance education “authoring” instructional, department and individual faculty web sites. I did my graduate internship in San Francisco at Macromedia and was hired as full-time until the .com crash. But, I stayed on as a consultant to manage a promotion which recognized exemplar elearning created with Macromedia products. That contest exposed me to literally thousands of innovative elearning content and provided inspiration for helping faculty at Miami, get thorough their instructional challenges. At Miami University I worked with faculty that allowed me the freedom to create some of these activities. I was also fortunate enough to work with a team at Advanced Learning Technologies who also provided creative freedom and resources.