Friday, September 28, 2007
Thursday, September 27, 2007
My correct blog URL
Lekan,
Please use the URL http://deniseogden.blogspot.com to access my current blog. I apparently have two blogs going on and I noticed you posted to my old blog.
Thanks,
Denise
Please use the URL http://deniseogden.blogspot.com to access my current blog. I apparently have two blogs going on and I noticed you posted to my old blog.
Thanks,
Denise
Monday, September 24, 2007
Wk 3 Personal Reflection: Computer Based and Web-Based Education and Training.
There are many methods and techniques for delivering instruction through the Computer Base Training (CBT) and Web Base Training (WBT). Even with the traditional classroom which can be enhanced with links to resources on the web.
I learned a lot during the class discussion, on the pro and cons, and how some design are very effective and non effective.
As it was elaborate in the discussion room, economic are the heart of an e-learning business model which should be sustainable. CBT/WBT can be used as alternative or supplement to expensive conventional courses and lectures, seminars, trainings or workshops. Adapting the framework for evaluating the effectiveness of instructional multimedia is that of extend version of Kirkpatrick’s (1996) four levels of evaluation introduced by Schenkel. It begins to appear in academic institutions using for instruction. The evaluation show various recommendation for computer base/web base learning from assessing learning, reaction and attitude, behavior change in the intended environment, and assessing results and return on investments (ROI).
Looking at each level of e-learning: hard and software, content, instructors, learners and human resources managers which must be executed in a coordinated fashion. Ultimately, the design and execution of instructional methodologies must be good and well implemented.
Example of CBT/WBT is use of Night Vision Goggles (NVGs) by Ruffler’s and Woodward (2004) using multimedia, interactive CBT and WBT for training. NVG training consisted of classroom instruction, hand –on training, and simulator training.
Need for systematic training is to help NVG users obtain the required knowledge and skills. Without adequate training, it is often difficult for a user to determine what is missing from the visual NVGs. NVGs users often lack appreciation for what they can see as well as what they cannot see with NVGs. They lack the understanding of the cues that could help them identify hazards and properly judge their extent and importance. In addition, a recurring concern expressed by Subject Matter Expert (SME) is that there is often inadequate training on how to properly focus and adjust NVGs as well as on how to use NVGs to detect and interpret possible hazards in the operational environment.
References:
Alessi, S.M. & Trollip, S.R. (2001). Multimedia for learning: Methods and development (3rd ed.) Boston, MA: Allyn and Bacon.
Ruffner’s, J. W. & Woodward, K.G. (2006). Computer-based and web-based applications
for night vision goggle training. Alexandra, VA. Retrieved 22nd, 2007 from
http://www.dcstrainingsupport.com/PDF/Ruffner-Woodward-2001.pdf
I learned a lot during the class discussion, on the pro and cons, and how some design are very effective and non effective.
As it was elaborate in the discussion room, economic are the heart of an e-learning business model which should be sustainable. CBT/WBT can be used as alternative or supplement to expensive conventional courses and lectures, seminars, trainings or workshops. Adapting the framework for evaluating the effectiveness of instructional multimedia is that of extend version of Kirkpatrick’s (1996) four levels of evaluation introduced by Schenkel. It begins to appear in academic institutions using for instruction. The evaluation show various recommendation for computer base/web base learning from assessing learning, reaction and attitude, behavior change in the intended environment, and assessing results and return on investments (ROI).
Looking at each level of e-learning: hard and software, content, instructors, learners and human resources managers which must be executed in a coordinated fashion. Ultimately, the design and execution of instructional methodologies must be good and well implemented.
Example of CBT/WBT is use of Night Vision Goggles (NVGs) by Ruffler’s and Woodward (2004) using multimedia, interactive CBT and WBT for training. NVG training consisted of classroom instruction, hand –on training, and simulator training.
Need for systematic training is to help NVG users obtain the required knowledge and skills. Without adequate training, it is often difficult for a user to determine what is missing from the visual NVGs. NVGs users often lack appreciation for what they can see as well as what they cannot see with NVGs. They lack the understanding of the cues that could help them identify hazards and properly judge their extent and importance. In addition, a recurring concern expressed by Subject Matter Expert (SME) is that there is often inadequate training on how to properly focus and adjust NVGs as well as on how to use NVGs to detect and interpret possible hazards in the operational environment.
References:
Alessi, S.M. & Trollip, S.R. (2001). Multimedia for learning: Methods and development (3rd ed.) Boston, MA: Allyn and Bacon.
Ruffner’s, J. W. & Woodward, K.G. (2006). Computer-based and web-based applications
for night vision goggle training. Alexandra, VA. Retrieved 22nd, 2007 from
http://www.dcstrainingsupport.com/PDF/Ruffner-Woodward-2001.pdf
Sunday, September 16, 2007
Sunday, September 9, 2007
EDUC_8823
EDUC 8823 Computer and Multimedia in Education is a course under Educational Technology. Please, post any comment or suggestion in my blogging area. You are all Welcome visiting my Blog at lekanquadri.blogspot.com
Thursday, September 6, 2007
Instructional Design
Design Instruction
Sequences of Instruction
Background:
Adult education – have some college level, student to able to learn by using Computer Base Training. This will provide foldouts that enhance learning and inspire confident.Goal:To understand concept “how to use basic tools for graphic design” using computer aid technology.
Objectives:
Student will develop skills in drawing, design, composition, color type using mediums and techniques that give new ways to express art.
Activities:
To create authentic drawing using computer aided technology
1. Student will learn about basic design principles
ii. Student will develop knowledge of the options (physical things, styles, themes)
iii. Allow students to work at their own pace with convenient delivery.iv. Students create works that combine functionality and visual appeal.
v. Student will develop deeper understanding of practical constraints and how to determine good solutions.
vi. Student will provide practice at graphic design and other activities.
vii. Student will develop portfolio and a short presentation
Strategies:
Direct Instruction (DI), Programmed Instruction, and Precision Teaching will be use in the appropriate lesson.
1. Introduction of the Basic graphic design
2. Demonstration of analytical and drawing techniques.
3. Graphic illustration, composition, value, texture, line, shape perspective and presentation.
4. Computer simulation will be used for illustration.
5. Individual and groups, contemporary and student drawing
6. Creating a Portfolio of drawing which reflect activities and samples.
7. Teachers will advice students using the rubric assessment for guidance to follow each step of the objectives.
Instructor will demonstrate necessary object as sample for students to identify, and also visualize each student participation and performance. The instructor would apply the above multiple intelligence in students behavior on each level of presentation. Individual activity and group performance will be monitor by instructor mastering technical skill in graphic illustration, composition, and student’s perspective.
Formative and Summative Evaluation:
Design the evaluation review
Set goal:
This will determine if any students having problems, and if the design meets the benchmarks and satisfies the instructional requirements; this will include the validation in which this instructional design will be usable in practice by students or the users.
Identify desired inputs and outputs from task scenarios.
Chosen an evaluation strategy, by script driven testingRapid feedback. Primarily, rapid feedback on the efficacy of instruction. While the project in is progress, a formative evaluation process provides feedback on how the students are performing on learning the subject.
Planning.
Formative evaluations assist with planning and allows for revision of or recommitment to plans. It also allows for a reconsideration of program goals and plans. Information from formative evaluation can provide input to future planning and implementation, thus forming the project's future.
Documentation.
Documentation and resolution work is proceeding, what techniques are used, what problems encountered, and what impacts are made in early and middle stages of work. Such documentation may be useful for my graphic instructional design.
Testing: developing and testing the session.
Prepare a report:Summary of findings, subtask by task, and recommendation
Sequences of Instruction
Background:
Adult education – have some college level, student to able to learn by using Computer Base Training. This will provide foldouts that enhance learning and inspire confident.Goal:To understand concept “how to use basic tools for graphic design” using computer aid technology.
Objectives:
Student will develop skills in drawing, design, composition, color type using mediums and techniques that give new ways to express art.
Activities:
To create authentic drawing using computer aided technology
1. Student will learn about basic design principles
ii. Student will develop knowledge of the options (physical things, styles, themes)
iii. Allow students to work at their own pace with convenient delivery.iv. Students create works that combine functionality and visual appeal.
v. Student will develop deeper understanding of practical constraints and how to determine good solutions.
vi. Student will provide practice at graphic design and other activities.
vii. Student will develop portfolio and a short presentation
Strategies:
Direct Instruction (DI), Programmed Instruction, and Precision Teaching will be use in the appropriate lesson.
1. Introduction of the Basic graphic design
2. Demonstration of analytical and drawing techniques.
3. Graphic illustration, composition, value, texture, line, shape perspective and presentation.
4. Computer simulation will be used for illustration.
5. Individual and groups, contemporary and student drawing
6. Creating a Portfolio of drawing which reflect activities and samples.
7. Teachers will advice students using the rubric assessment for guidance to follow each step of the objectives.
Instructor will demonstrate necessary object as sample for students to identify, and also visualize each student participation and performance. The instructor would apply the above multiple intelligence in students behavior on each level of presentation. Individual activity and group performance will be monitor by instructor mastering technical skill in graphic illustration, composition, and student’s perspective.
Formative and Summative Evaluation:
Design the evaluation review
Set goal:
This will determine if any students having problems, and if the design meets the benchmarks and satisfies the instructional requirements; this will include the validation in which this instructional design will be usable in practice by students or the users.
Identify desired inputs and outputs from task scenarios.
Chosen an evaluation strategy, by script driven testingRapid feedback. Primarily, rapid feedback on the efficacy of instruction. While the project in is progress, a formative evaluation process provides feedback on how the students are performing on learning the subject.
Planning.
Formative evaluations assist with planning and allows for revision of or recommitment to plans. It also allows for a reconsideration of program goals and plans. Information from formative evaluation can provide input to future planning and implementation, thus forming the project's future.
Documentation.
Documentation and resolution work is proceeding, what techniques are used, what problems encountered, and what impacts are made in early and middle stages of work. Such documentation may be useful for my graphic instructional design.
Testing: developing and testing the session.
Prepare a report:Summary of findings, subtask by task, and recommendation
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