Reflection
of
Computer Based Design
Computer Based Design
Reflection Paper
Instructional Strategies From the beginning, I knew I needed to teach a concept that in essence can be very subjective. When we are placing Tendency Scores on students, we can provide learners with some parameters but in the end there is no exact right or wrong answer. I felt it was important to include guided practice and examples for learners. Incorrect answers needed to be met with dignity and respect for the learner. I also included strategies such as active participation, comparisons and more to assist the learner. I aimed to “fold in” the Attitude Strategy with this RLO. In this case, teachers know how to evaluate students but there is little to show the follow-up of such skill at Witberg School. “An attitude consists of a belief and associated behavior… (Morrison, Ross, Kalman & Kemp, 2011, p. 165).” The Attitude Strategy is used here to change a behavior behind a belief -or complacency in this case. It is my hope that through evaluating several different students, teachers come to re-learn that each student is unique with their needs and this creates an enhanced area for teachers to exhibit their modification skills. I also employed an anchoring system similar to the Anchor Chart found within K-12 education. This chart is visited before learning to reconnect with previous learning objectives. New information is added at the end of a lesson. The chart stays in the classroom –visible at all times no matter what subject is taught. I tried to use such basic concept as a type of progress indicator and a reminder of previous learning. You might already know that I follow the instructional designer Cathy Moore very closely. In a few of her online conference proceedings, she encourages the practice of putting the learner into the situation to learn and to do it rather quickly. I did this. I gave the learner the basic information they needed to know and then placed the learner right into a case study. The learner is immediately placed in a judgment position after a little guided practice. The case study with a student picture was also meant to add the human element. Even though the module uses several students as examples for learners, the module always brought the learner back to Alex’s case. In assessment, I knew that this was a very subjective topic. I designed an assessment style to quiz learners on the concept allowing them to try to answer only one time. With the subjectivity, I felt it was ineffective to let the learner try to answer the question two or three times. Positive feedback was geared on the gist of the concept. Feedback is important to me, even if the learner gets the questions correct. Feedback is an opportune time reinforce concepts even if the learner got that one piece of the concept correct. I also incorporated various types of questions such as matching, select all that apply and multiple choice: one incorporated a short video clip to break apart any monotony that might develop among learners. Accessibility Accessibility was employed through various facets of textual, graphical and image placement. I remembered learning about the Contiguity Theory by Edwin Guthrie. This became important to me. One of the areas I thought my design was strong in was “information accessibility”. When a question arose, I made the needed charts and information available. One strong example of this was placing a scale (in which the learners needed) on the bottom of a set of matching questions. Even if the learner scrolled down the list of questions, Articulate allowed this information to anchor within the questions. I provided a closed captioning button and with it, a state that would allow the script to be shown to the learner. This is an important section of Section 508. The closed caption from YouTube was incorrect so I wrote the script by replaying the video several times. Interface Design Interface design was a strong learning point for me in this class. When creating my Storyboard, I had no idea how I was going to make this work. I designed a template with action buttons (next, prev., menu etc.). In the end, I didn’t need these as I leaned how this was incorporated into Articulate. I also learned how to make light boxes and add resource tabs. Usability My Usability test proved to be effective. My tester found that the overall usability was excellent with some minor issues. A photo did not appear as it should have, my alt tag could not be located and some text needed a contrast color behind it. My closed captioning was not showing so I needed to go back and check the commands that I assigned to the text state. I also needed to indicate that test questions were knowledge checks so that the learner knew this immediately when they were on such screen. Principles Learned As a result of this course, I learned design principles. I developed my project with the ease of use that Articulate provides. More so, the largest thing that I learned was intrinsic. I learned that when someone is learning a new design platform such as Articulate or Captivate, much of their attention and cognitive load is about learning what the program can do and how. –Sometimes so much that I got caught up in visual design and had to bring myself back to learning theories and my design plan (Design Document). In addition, I learned that we need to give the learner an “in” and an “out”. In other words we need to give the learner the fullest control of navigation as possible. Finally, I wanted to learn about some technicalities like embedding a module within an LMS. I am a very creative person. Ideas of effective, cutting-edge designs continuously flow in my head. Now that I have had experience in a SCORM compliant software, I feel like I can finally get my ideas, theories and creativity out there. On my next project, I would like to incorporate the feature of slider bars and hot spot maps. I am also considering the implementation of Cathy Moore’s decision-making, branching scenarios. Finally, we know that putting the learners and objectives first in CBT design is crucial for effectiveness. From my perspective as a learner (-and this is only my perspective), I feel that the thoughts, colors and the order put into design are just as important to me as effective content. As a learner, I find some of the engagement to be lacking when art is not in place: I find that I need to be very strict with my self-talk to stay focused. I know there are other learners out there like myself, so in the future of my designs I will be sure to emphasize the visual attractiveness of design. Fulfilling Goals I have been waiting months upon months to use the Articulate program, a SCORM compliant platform. What impressed me the most about this was the built-in video editing. All one needs to do is upload a video, the cutting and editing can be done right within the program alleviating the need for secondary editing platforms. I also had the opportunity to employ cut-out characters and design light box slides as well as states. Articulate is PowerPoint on steroids and driven practically by cruise control. I have been working and studying education for over 12 years now. I don’t know everything about learning and learning theories but I do know quite a bit. I believe this is why my mind focuses on the technical aspects of instructional design rather than the actual composition. With the learning gained in this Computer Based Training course, I now feel as if I can focus on both the composition of effective learning as well as the technical aspects. This course was a milestone in balancing these focuses for me. Moving on, I would like to know more about working as a team on a project. I would like to experience how projects come together to meet a single vision with so many different team members. Additionally, I would like to learn about the budgetary piece of Instructional Design. I would like to experience and learn how to design for larger audiences that are across continents. All-in-all, the future is filled with opportunities for new curiosities and it is those curiosities that keep the love for learning fueled! Contiguity Theory (Edwin Guthrie). (n.d.). Retrieved from http://www.instructionaldesign.org/theories/contiguity-theory.html Morrison, G., Ross, S., Kalman, H., and Kemp, J. (2011) Designing effective instruction (6th ed.). Hoboken, NJ: Wiley |