Designing Interactive Web-Based Training Getting Beyond the Page-Turner Margaret Driscoll, Ed.D.,...

Designing Interactive Designing Interactive Web-Based TrainingWeb-Based Training

Getting Beyond the

Page-Turner

Margaret Driscoll, Ed.D., MBA, [email protected]

Nortel Network’s GoalNortel Network’s Goal

After attending this workshop you will be able to extend your current knowledge of principles of instructional design, to create programs effectively WBT programs integrating multimedia, applying branching techniques, and other using non-linear strategies

AgendaAgenda

• Introduction & debrief pre-work

• Designing information and training

• Using principles of cognitive psychology

• Linking objectives and practice

• Presenting content

• Designing practice opportunities

• Using frames and branching

Introduction & GoalsIntroduction & Goals

1. Introduce yourself

2. What would you like to be able to do as a result of this class?

3. What do you find most endearing or annoying about WBT?

Pre-work

Pre-workPre-work

• What was the most/least effective program you sampled? Why?

• What are the hallmarks of a great program?

• What are some common flaws?

• What assumptions did the developers of the programs make about the learner?

NoteworthyNoteworthy

Information vs.Training

PurposePurpose

Information “Information is comprised of

data which has been given meaning by a process of analysis and organization and which has been communicated in a meaningful and recognizable form, in time to affect some outcome.”

Training Training is a deliberate

process for bringing about a change in behavior, attitude or cognitive structures

http://www.sems.surrey.ac.uk/buzz/info.html

Information VS. TrainingInformation VS. Training

Yale C/AIM Web Style Guide

http://info.med.yale.edu/caim/manual/contents.html

How to sincerely Research

a Company

http://home.sprintmail.com/~debflanagan/index.html

IntraMark: Intranet Learning Center -Webmaster

http://www.intramark.com/intranet/intrmark/frontend/menu.htm

Vanguard (select An Investing Primer)

http://www.vanguard.com/educ/inveduc.html

Getting Started

WBT FoundationWBT Foundation

• Training differs from information• Successful programs are based on a

needs assessment• You cannot learn for the learner• You must know the subject matter to

teach or design a course• Developing web-based training is a form

of software development

Successful Programs Are Successful Programs Are Based on a Needs AssessmentBased on a Needs Assessment

• What are the gaps in skills & knowledge?

• Who are the learners?

• What is the budget / time line?

• How stable is the content?

• Is the organization ready for WBT?

• Is the infrastructure adequate?

PHASES OF INSTRUCTIONPHASES OF INSTRUCTION

Practicing by Student

Presenting Information

Guiding the Student

Assessing Student Learning

Alessi, S. M. & Trollip. S. R. (1991). Computer-based instruction: Methods and Development. Englewood Cliffs, NJ. Prentice Hall.

WBT is a Form of Software WBT is a Form of Software DevelopmentDevelopment

• Requirements Analysis– Understand the specifications

• Design– Design and write routines and modules for

portability – Creating consistent data types and use consistent

name for variables – Refine code by carefully formatting and

commenting it– Tune code to make it faster and smaller – Design for testability

http://cuda.ucr.edu/Page_softeng/softDevGuide_1.html#section_1.1

More Software More Software Development IssuesDevelopment Issues

• Implementation– Helpdesk– Quality assurance– Legacy systems– Revisions– Platforms– Infrastructure

Computer Science Systems Informationhttp://www.cs.ucr.edu/systems/guidelines/design.html

Principles of Cognitive Psychology

WBT Design is Guided by WBT Design is Guided by Cognitive PsychologyCognitive Psychology

• Perception and attention• Memory• Comprehension• Active learning• Motivation• Locus of control• Transfer of learning• Individual differences

Perception & AttentionPerception & Attention

• Learning depends on the learner attending to stimuli and correctly perceiving it.

• Many things compete for a learners attention

• Only the learner can learn (motivation & attitude)

• Factors that enhance attention and perception• detail and realism (relevant content)

• use of sound versus visuals

• color

• characteristics of text

• animation

• position of screen elements

Try ThisTry This

Compare your reaction to these two training sites?

SmartPlanet

http://www.click2learn.com/

SkillSoft

http://www.skillsoft.com/

TechSoftwww.techsoft.com/OurServices/TechnicalTraining/TTraining.htm

MemoryMemory

• Working (short-term) memory holds 5-9 chunks of information simultaneously

• Learning is the process of moving things from short-term memory to long-term memory and making those items retrievable

• Two principles underlay all memory enhancing methods– organization (the trainer must impose order)– repetition helps when there is no inherent order

Miller, George (1956), The magical number seven, plus or minus two: Some limits on our capacity for processing information. Psychological Review, 63, 81-97.

Three Kinds of Three Kinds of Cognitive Load in WBTCognitive Load in WBT

• Content of the lesson

• Structure of the lesson

• Response strategies for the lesson

Reduce the Cognitive Load Reduce the Cognitive Load with Organization with Organization

• Chunking

• Sequencing

• Pacing

• Using inquiry/expository-based presentations

• Matching media to message

ComprehensionComprehension

• What we perceive must be interpreted and integrated into our current knowledge of the world.

Understanding Percenthttp://www.mathgoodies.com/lessons/vol4/meaning_percent.html

Why Use Interactions?Why Use Interactions?

• Maintain interest

• Increase motivation

• Increase retention

• Provide practice

• Enable earner control

• Enhances satisfaction

Characteristics of Characteristics of Good InteractionsGood Interactions

• Relevant

• Frequent

Tool in the Active Learning Tool in the Active Learning Tool Box Tool Box

• Prompts

• Learner responses

• Answer analysis

• Feedback

• Learner control

• Network communication

Interaction ExamplesInteraction Examples

InterMark

Web-master training

http://www.intramark.com/intranet/intrmark/frontend/menu.htm

DPEC

Desktop Applications with pre-test interactions

http://training.netquest.com/dpec/login.htm

Learn to Program in LOGO

Good example of multiple languages and reuse of key programmed elements under each language

http://hyperion.advanced.org/18446/

MotivationMotivation

• Extrinsic– e.g. CMI systems with reward & punishment

• Intrinsic – Challenge of the content– Curiosity about the content– Control of the lesson– Fantasy or immersion in program– Relevance of materials– Student confidence– Student satisfaction

Student/System ControlStudent/System Control

• Sequence• order of modules/lessons• branching/pretest

• Content• optional content• pace, difficulty

• Method• Presentation of information• Form of feedback

Transfer of LearningTransfer of Learning

Transfer is the degree to which improved performance in the lesson is reflected in real world improvements

• What affects transfer?– type of interaction– amount of interaction– variety of interaction– realism of instruction

Individual DifferencesIndividual Differences

• Motivation/attitude toward learning

• Prior experience with content

• Physiological differences • visual acuity• hand-to eye coordination

WBT Design is Guided by WBT Design is Guided by Cognitive PsychologyCognitive Psychology

• Perception and attention• Memory• Comprehension• Active learning• Motivation• Locus of control• Transfer of learning• Individual differences

Designs Based on Designs Based on Cognitive Psychology?Cognitive Psychology?

DesignsDesignsLearn to Program in LOGO

Programming skills taught in multiple languages

http://hyperion.advanced.org/18446/

a2z

http://www.a2zinc.net/a2zinc/wbt/index.htm

Financial Ratios

In this module you will learn the basics of ratio analysis.

http://www.mce.be/wbt/demo/index.htm

CyberTravel Specialist

Travel course, intense use of frame.

http://cybertravelspecialist.com/

Sage Interactive

How to screw in a light bulb

http://www.sageinteractive.com/tutoria1.html

Learning Styles

Cognitive ControlsCognitive Controls

• Field Dependent/Fiend Independence

• Cognitive Flexibility

• Impulsivity/Reflectivity

• Focus Attention (Scanning vs Focusing)

• Category Width (Breadth of Categorizing)

• Cognitive Complexity/Simplicity

• Automization (strong vs. weak)

Information GatheringInformation Gathering

• Visual / Haptic

• Visualizer / Verbalizer

• Leveling / Sharpening

Information OrganizingInformation Organizing

• Serialist / Holist

• Conceptual Style (Analytical/ Relational)

Learning StylesLearning Styles

ContentSequence

TransactionSequence

Serialist Holist

Allow preview of content to provide“big picture”

Arrange in logical sequence

Inductive sequence(Present examples and demos first, prior to figuring out a definition or seeing a list of steps)

Deductive sequence(Show the definition or list of steps and then see an example or demonstration.)

TransactionConfiguration

Visual learner - graphic formVerbal learner - text or lectureHaptic learner - manipulative

Common Problems in Concept Learning

Over generalization Under generalization

Http://www.id2.usus.edu/thennow.htm

Learning StylesLearning Styles

• Hill’s cognitive Style Mapping

• Kolb’s Learning Styles

• Dunn & Dunn Learning Styles

• Grasha - Reichman Learning styles

• Gregorc Learning Styles

Linking Objectives toPractice

Mager Style ObjectivesMager Style Objectives

Advanced Objectives Analysis for Web-Based Training

A

B

C

D

udience

ehaviorondition

egree

Instructional Outcomes can be Instructional Outcomes can be Classified on Two DimensionsClassified on Two Dimensions

• Fact

• Concept

• Procedure

• Principle

• Remember

• Create (create a new instance or example)

• Use ( apply)

PERFORMANCECONTENT

April 15 is the deadline for ___

32* FahrenheitWashington D.C.

ZipDrive

Storage devices

Fast food Serif & SanSerif

Return on investment

• Calculate a standard deviation

•Get cash from the ATM •Pump gas and pay with debit card

•Make French Toast

Supply & Demand

The Three Laws of Thermodynamics Andragogy

Diminishing ReturnsPeter Principle

Performance-Content Performance-Content MatrixMatrix

Find

Use

Remember

Fact Concept Procedure Principle

Per

form

ance

ContentMerrill, M. D. (1994). Instructional design theory. Englewood Cliffs, NJ: Educational Technology Publications.

Focusing and Targeting Focusing and Targeting Objectives Objectives

Use Merrill’s Performance/ContentMatrix to classify objectives.

Presenting

Consider the DomainConsider the Domain

PsychomotorAttitudinal

Cognitive

Dick, W., & Carey, L., The Systemic Design of Instruction. New York Harpercollins College Div..., 1995.

Optimal Optimal Conditions for LearningConditions for Learning

ObjectiveObjective

StrategyStrategyTestTest

==

==

==

Presentation FormsPresentation Forms

• Expositoryhttp://www.powa.org/whtfrms.htm

– Telling– Illustrating– Showing

• Inquiry http://www.learner.org/exhibits/parkphysics/coaster/section1.html

– Responding– Applying– Questioning

Media OptionsMedia Options

• Text

• Graphics

• Visuals

• Animation

• Video

• Sound

Use Text WhenUse Text When

• Verbal learners are predominant

• The budget is limited

• There is a need for economy of communication

• Learners’ systems can not support rich media

• Handouts or take-always are desirable

Guidelines for Using TextGuidelines for Using Text

• Be succinct: write no more than 50% of the text you would have used in a hardcopy publication

• Write for scannability: don't require learners to read long continuous blocks of text

• Use hypertext to split up long information passages into multiple pages

http://www.useit.com/alertbox/9703b.html

How Users Read on the How Users Read on the WebWeb

• They don’t!

• They scan so do the following:– highlight keywords– use meaningful sub-headings– bulleted lists– one idea per paragraph– write using inverted pyramid– use half the word count

Jakob Nielsen's Alertbox for October 1, 1997 http://www.useit.com/alertbox/9710a.html

Writing for the WebWriting for the Web

• Rewrite the information at the following site:

Business Letters: Accentuating the Positives

http://owl.english.purdue.edu/Files/92.html

Use Jacob Neilson’s guidelines http://www.useit.com/alertbox/9710a.html

Examples of GraphicsExamples of Graphics

• Table– http://home.Netscape.com/

• Chart– http://www.spss.com/software/science/sigmaplot/

• Diagrams/ Flowchart– http://www.law.umkc.edu/faculty/profiles/glesnerfines/bgf-out1.htm

– http://ctsm.umd.edu/present/s17.htm

• Photo-realistic (representational) images– http://www.inexistencia.com/HREtar.htm

http://www.ilrt.bris.ac.uk/mru/dimp/section3/use_prt.html

Chart/Graph

http://www.spss.com/software/science/sigmaplot/gallery/graph1.htm

http://www.law.umkc.edu/faculty/profiles/glesnerfines/bgf-out1.htm

Flowchart

Flwocharts/Diagrams

http://ctsm.umd.edu/present/s17.htm

http://www.inexistencia.com/HREtar.htm

Photorealistic

Use Graphics toUse Graphics to

• Communicate with impact

• Direct attention

• Save time

• Display complex relationships

• Clarify abstract concepts.

Source:: http://www.intramark.com/intranet/intrmark/frontend/menu.htm

Repurposing

Guideline for Using Guideline for Using GraphicsGraphics

– Simplify graphics, avoid excessive detail– Test graphics to ensure they clearly communicate – Use graphics to clarify the understanding of the

content otherwise they are just a distraction– Use a build technique or multiple tables/charts to

present complex data– Allow learners to control how long they look at

graphics – Place graphic and related text on the same page

so student can move between the two

Examples of ImagesExamples of Images

• Photo (JPEGs, GIFs)– http://www.photostogo.com/default.htm

• Illustrations– http://www.nmnh.si.edu/botart/bromgen.htm

– http://www.dml.georgetown.edu/depts/edmedia/images/pancreas.jpg

Try this!SkillSoft uses high quality photos and professional audio for maximum impact.http://www.skillsoft.com

http://netuniversity.skillsoft.com/_chpartners_od_cgi/odcgi.exe?

Photos

http://www.photostogo.com/default.htm

Illustration

http://www.dml.georgetown.edu/depts/edmedia/images/pancreas.jpg

Medical Illustration

Use Images AsUse Images As

• Primary information – Representational - those pictures that share a

physical resemblance to the concept being portrayed

• Analogy or mnemonic– Analogical - those pictures that explain a concept

by showing a similar example and applying the similarity

• A cue, icon

Why Use ImagesWhy Use Images

• Images are generally more evocative than words

• Images are more precise in triggering a wide range of associations

• Images enhance creative thinking and memory.

Guidelines for Using Guidelines for Using ImagesImages

• Include a caption• Place the image and related text on the same

screen or link from text to image• Simplify images, if this does not change

meaning• Use photo realistic image for self-paced

programs and high motivation• Use simplified line drawing for time

constrained learning

Examples of VideoExamples of Video

Streaming• Example of Range of Quality/Speed• http://www.spicerpro.com/downloads.htm

• REAL.COM (Filming tips)• http://www.realnetworks.com/getstarted/index.html#1

Ways to improve quality

• Download

• CD-ROM

Try thishttp://www.realnetworks.com/getstarted/index.html#1

Why Use VideoWhy Use Video

• Provide true documentation/authentic• Show psychomotor skills• Models behavior• Demonstrate the operation of tools and equipment. • Demonstrate skills that learners are expected to emulate. • Show experiments in which the processes must be

observed. • Analyze change over time using animation, slow motion, or

time lapse photography. • Reveal the spatial, three-dimensional qualities of an object

or structure. • Transport learners to places or situations not otherwise in

their experience.

http://seamonkey.ed.asu.edu/~winograd/emc703A/papers98/10/gazdafp.html

Guideline for Using VideoGuideline for Using Video• Present one idea per screen or video segment• Allow for repeated playback of the video by the learner• Keep information clear and well organized.• Consider adding a voice-over narration to otherwise

silent video clips.• Keep the image within the frame clear and uncluttered. • Organize information functionally to provide an

orientation or framework for the learner. • Provide an advance organizer

http://www.worldchat.com/public/druif/html_rubrics/Instrgen.htm

Examples of AnimationExamples of Animation

• Animation Sampler• http://support.lpsb.org/animate/learnpri.htm

• Plate Teutonix• http://www-eval.srv.cis.pitt.edu/~ciddeweb

/INSTRUCTIONAL-COMPUTING/SAMPLES/plate-teutonics.html

• Dental Procedure• http://www.garrisondental.com/products/companim.htm

• Humor & Attention • http://www.hotwired.com/animation/

• Programming with student control of animation• http://www.cs.msstate.edu/~cs12x3/Animation/Animation.html

• Chinese Character• http://www.ocrat.com/chargif/compass.html

Use Animation toUse Animation to

• Simplify reality • Speed-up or slow-down process• Attract attention • Indicate the function of a hot spot • Show changes from one state to another

• Demonstrate navigation in a particular

direction

Guidelines for Using AnimationGuidelines for Using Animation

• Use permanently moving (looping) animations sparingly

• Don't replay audio or animation introductions on repeat visits to a location. .

• Allow learners to replay the animation as often as they wish

• Make animations simple representations• Test animations for clarity of message and

usability

http://msdn.microsoft.com/workshop/management/planning/improvingsiteusa.asp

Examples of Instructional Examples of Instructional SoundSound

Character Education– http://www.projectwisdom.com/samples/samples_audio_pw1.htm

• Deutsche Online, German lessons for beginners– http://castle.uvic.ca/german/149/

Sales training, streaming audio and video– http://mba.uwosh.edu/sales1.htm

http://www.dinf.org/csun_99/session0150.html

Why Use SoundWhy Use Sound

• Audio's main benefit is that it provides a channel separate from that of the display.

• Use audio to offer commentary or help without obscuring information on the screen.

• Use audio to provide a sense of place or mood (as done to perfection in the game MYST). Mood-setting audio should employ very quiet background sounds that do not compete with the main information for the audience's attention.

• Use audio to demonstrate a customer interaction.

• Use audio to give a sense of a speaker's personality.

• Use audio to teach the pronunciation of words (for example, see the Microsoft Wine Guide).

• Use audio to inform your audience about background events such as the

progress of a file download or the arrival of new information.

Guidelines for Using SoundGuidelines for Using Sound

• Warn people to turn on their audio before important audio segments, cues, or instructions

• For sound effects, low-tone sounds (such as woodwind instruments or the cello) may be more universally palatable than high-tone sounds.

• It is worth investing in professional-quality sound production. For example, in separate studies of video games and for high-definition television (HDTV), people claimed improvements in the graphics or picture quality when only the sound quality improved.

• Don’t read the text• Allow learners to replay the audio• Develop audio clips based on written scripts• Synch sound and graphic, image, video ect..

Practice Strategies for Structured Problems

Phases of InstructionPhases of Instruction


Guiding the Student




Per

form

ance


Find

Use

Remember

The Cognitive DomainThe Cognitive Domain

Evaluation

Synthesis

Analysis

Application

Comprehension

Knowledge

Bloom, B. & Krathwohl, D. (1984). Taxonomy of Educational Objectives, Handbook 1 : Cognitive Domain. London: Longman Group United Kingdom

Ill-structured

Highly structured

FramesFrames

FrameDiscriminating

Constructed

Branching

Use to TeachMemorization & Simple Application of:

• Facts•Concepts•Procedure•Principles

Application of:•Concepts•Procedure•Principles

Problem solving with•Concepts•Procedure•Principles

MethodMultiple choice

Fill in the blankOpen response

Multiple choice

Elements of Discriminating Elements of Discriminating FramesFrames

• Set frame - a screen in which the information needed answer question is provided.

• Practice frame - a screen that gives student practice with set frame information. Hints, cues, and prompts may be provided.

• Terminal frame - a screen which asks student to demonstrate mastery of objective. No hints or cues.

Discriminating FramesDiscriminating Frames

Set FrameLearner is presented

with a short lesson

Practice FrameLearner answers question

Terminal FrameLearner gets feedback on

his or her answer

Motivation

Elements of Elements of Constructed FramesConstructed Frames

• Set frame - a screen in which the information needed answer question is provided.

• Practice frame - a screen that gives student practice with set frame information. Hints, cues, and prompts may be provided.

• Sub-terminal frame - screens used to build from simple to complex leading to terminal frame.

• Terminal frame - a screen which asks student to demonstrate mastery of objective. No hints or cues.

Constructed FramesConstructed Frames

SetFrame

Practice

Terminal Frame

Practice

PracticeSub-

TerminalFrame

Set Frame

SetFrame

Practice

Practice

Practice

PracticePractice

Practice

Sub-Terminal

Frame

Sub-Terminal

Frame

Characteristics of Characteristics of Branching Frames Branching Frames

• Everyone moves through a linear path with required content

• No two learners follow the same path

• Good for diverse learning levels

• More difficult to write

• More interesting for learners

Types of Types of Branching FrameBranching Frame

SetFrame

SetFrameGate

SetFrame

SetFrame

Gate

A

B C

CWash Ahead

Wash BackWash Back

Remediation Remediation LoopLoop

Branching FramesBranching Frames

LessonOne 1

7 86

4

3ca

2wb2wa 4w

3

3cb

2

2c

1w

1c

2wc

6ca16ca2

6w

4c

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5

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Rowntree, D. (1966). Basically branching: A handbook for programmers. London: MacDonald.

Active LearningActive Learning

• Overt response– click– drag– short answer

• Covert response– though questions– deep processing

Prompts: Taking Advantage of the Prompts: Taking Advantage of the Learner’s Desire for SatisfactionLearner’s Desire for Satisfaction

• Positive reinforcement – When the consequence is satisfying, it is said to

reinforce the behavior; that is, to make it more likely to

occur in the future.

• Negative reinforcement– When the response is not satisfying, or aversive, it is

said to punish the behavior; that is, to make it less likely to occur in the future.

http://www.transition2000.com/multimed/planning.htm

Practice Frame StrategiesPractice Frame Strategies

• Question & Answer

• Drill and Skill

ExamplesAlgebra Lessonhttp://forum.swarthmore.edu/library/ed_topics/prog_instruction/

Negotiation Skills Training http://www.youachieve.com

Designing a Web Sitehttp://www.usask.ca/dcs/courses/cai/web_site/index.html

Instructional Strategies for Instructional Strategies for Teaching New BehaviorsTeaching New Behaviors

• Shaping involves the reinforcement of successively closer approximations of some target

• Chaining teaches complex behavior by reinforcing the performance of simpler behaviors which are then strung together in the proper sequence to make up the more complex behavior.

• Discrimination learning is the process of learning to discriminate between between two closely related

responses to a specific stimulus. • Fading is the gradual withdrawal of prompts or cues

(discriminative stimuli) that guide the performance of a complex behavior

Practice Strategies for Ill-structured Problems

The Cognitive DomainThe Cognitive Domain

Evaluation

Synthesis

Analysis

Application

Comprehension

Knowledge

Bloom, B. & Krathwohl, D. (1984). Taxonomy of Educational Objectives, Handbook 1 : Cognitive Domain. London: Longman Group United Kingdom

Ill-structured

Highly structured

Teaching Higher Level Teaching Higher Level Thinking SkillsThinking Skills

• Simulations

• Role Plays

• Scenario Based Learning

• Games

SimulationSimulation

Simulation is a technique that teaches about some aspect of the world by imitating or replicating it

Characteristics of Characteristics of SimulationsSimulations

• Simplify reality • Used to learn:

– problem solving skills– procedures– take take action in various situations

• Provides process to build mental model of how the world works

• Two kinds– Physical simulation teach about how something

works– Procedural/situational teach how to do something

Sampling Sampling SimulationSimulation

The Interactive Patient - Marshal Medical School

Excellent interactive program teaching problem solving skills

http://medicus.marshall.edu/medicus.htm

Hollywood Stock Exchange

Teaches users about stocks

http://www.hsx.com/

The Doctor's Dilemma

Ethics education

http://www.ddonline.gsm.com/

Virtual Dog

Pet ownership skills

http://www.virtualdog.com/

GamesGames

Instructional games are a technique used to teach facts, principles, concepts, and procedures through a competition that motivates and engages

Characteristics of GamesCharacteristics of Games

• Goals (points, problem solving, mystery)• Rules• Competition (self, others, time, chance)• Challenge or varying level of difficulty• Fantasy• Safety• Entertainment

Types of GamesTypes of Games

• Adventure• Arcade• Board games• Card or gambling • Combat or violence• Logic games• Role playing • TV Quiz show

Sampling Sampling GameGame

Benefits and Limitations of Benefits and Limitations of Games Games

BENEFITS• Entertainment• Motivation• Engagement• Prescriptive qualities

LIMITATIONS• Small cognitive

gains• Large investment in

learning rules• Vast amounts of

resources to create• Transfer of learning

can be challenging

Benefits and Limitations Benefits and Limitations Simulations Simulations

BENEFITS• Engaging• Motivational• Relevant• High transfer

LIMITATIONS• Expensive to

develop• Takes longer to

develop than W/CBT

•

Phases of InstructionPhases of Instruction

Practicing by Student


Guiding the Student


Why Practice is ImportantWhy Practice is Important

• Develop accuracy and/or fluency– http://www.gamespot.com.au/puzzle/youdontk/demos.html

• Increase retention– http://www.best.com/~ejad/java/java.shtml

• Rehearsal/operating on new info

• Fatigue/bookmark for return

• Control– http://www.xnet.com/~fidler/triton/math/review/mat043/java/java_add2.htm

Why Practice is NeglectedWhy Practice is Neglected

• Expensive to develop

• Clients don’t understand its importance

• Makes programs longer

• Can be technically difficult to develop

Testing

Reasons for TestingReasons for Testing

• Assess level of learning

• Check quality of instruction

• Determine future instructional needs


Find

Use

Remember


Per

form

ance


Assessing the Assessing the Appropriate LevelAppropriate Level

Remember -ProcedureWhat are the steps to open an new Word document?Describe two way to open a Word document.

Use- ProcedureOpen a new Word document.Add an AutoCorrect entry to correct a typing error.

Find- ProcedureCreate a Word macro that inserts a three column table.Make a Word template for a business letter.

Testing ConsiderationsTesting Considerations

• Types of tests– True/False– Multiple choice– Fill in the blank– Matching columns– Drag & drop

• Criterion referenced testing• Adaptive testing

Guidelines for Developing Guidelines for Developing TestsTests

• Provide clear directions

• Make statements simple

• Ask questions in logical sequence

• Use terminology from lesson

• Test breadth of lesson

• Allow learners to review their responses

• Avoid asking question in the negative

Examples of TestsExamples of TestsHarte-Hanks Online TestingAverage to poor example of testing onlinehttp://www.harte-hanks.com/demo/testing/

Negotiation skillsGood pretest helps learner measure their currently level of mastery http://www.youachieve.com/ Computer Adaptive Testing (CAT)Theory behind CAT evaluationhttp://ericae.net/scripts/cat/catdemo.htmDownloadable example of a CAT style testhttp://www.unitek.com/Training/adaptive_test.htm

Active Phase - Safety TrainingVery poor pretest designhttp://www.activephase.com/

Drawing Flowcharts & Drawing Flowcharts & StoryboardsStoryboards

• These tools help the clients see the big picture– Storyboard– Flowchart– Rapid Prototype

Linear ProgramLinear Program

1 2 3 4 5

Branching ProgramBranching Program

LessonOne 1

7 86

4

3ca

2wb2wa 4w

3

3cb

2

2c

1w

1c

2wc

6ca16ca2

6w

4c

8cb8ca

5

9 10

9c

9wc9wa 9wb

Rowntree, D. (1966). Basically branching: A handbook for programmers. London: MacDonald.

StoryboardStoryboard

Thumb nail sketch of whatlearners see on screen

Directions for programmersand developers. No page should ever dead-end.

Script for audio and or video

Giving Inoculations#Number

linking storyboardto flowchart

Storyboard ResourcesStoryboard Resources

• Storyboard Form• http://www-rohan.sdsu.edu/dept/its/cycle/storyboard.html

• Example of WWW Storyboard• http://metalab.unc.edu/team/howto/board/board.html

Pulling it all TogetherPulling it all Together

• Team

• Time

• Funding

Team MembersTeam Members

• Subject matter experts

• Project manager

• Graphic artist

• Instructional designer

• Course developers

• Web master

• Editors

• Writers

• Legal

• Field office staff

• Information systems staff

• Quality assurance staff

TimeTime

• 200-400 hours of development per hour of WBT seat time

• Many factors impact time– Quality and production values– Complexity of content– Stability of content

• Most tasks are on the critical path and this makes timelines inflexible

FundingFunding

• Project cost $10-50K per hour

• The major costs are related to labor not hardware or software

• Set aside funds for original art or the purchase of copyright material

• Budget for maintenance as part of funding

Cost - Benefit Cost - Benefit Analysis ToolAnalysis Tool

http://www.mediapro.com

Where Did This Where Did This Come From?Come From?

• Web-based training takes half as long as traditional classroom training.

• Web-based training is more effective than traditional classroom training?

• Existing classroom materials can easily be repurposed for WBT.

• The systematic design of instruction (SDI) model is irrelevant for WBT?

• Web-based training is less expensive than traditional classroom training.

What’s Coming Next?What’s Coming Next?

• Strong back-end systems– Certification– E-business– Tracking– Content consolidators– Immersion

• Communities of Interest– Partners– Learning communities– Knowledge Management

• Personalized plans/strategic personal planning

Where are you going?Where are you going?Are your clients ready?Are your clients ready?

Ninthhouse.com “Where learning lives.”

http://www.ninthhouse.com

The Consultant’s LibraryThe Consultant’s Library• Alessi, S. M. & Trollip. S. R. (1991). Computer-based instruction: Methods and Development.

Englewood Cliffs, NJ. Prentice Hall.

• Bloom, B. S., Hastings, J. T. and G.F. Madaus, G. F. (1971). Handbook on formative and summative Evaluation of Student Learning. New York: McGraw Hill.

• Clark, R. C. (1999). Developing technical training: A structured approach for developing classroom and computer-based instructional materials. Washington, DC: ISPI Publication.

• Dick, W., & Carey, L., (1995). The Systemic Design of Instruction. New York Harpercollins College Div.

• Dwyer, F. M. (1978). Strategies for improving visual learning. State College: PA. Learning Services

• Fleming, M. & Levie. W. H. (1978). Instructional message design: Principles from the behavioral sciences. Englewood Cliffs, NJ: Educational Technology Publications.

The Consultant’s LibraryThe Consultant’s Library• Gagne, R. M. (1985). The conditions of learning and the theory of instruction 4th ed.. New

York: Holt, Rinehart and Winston.

• Jonasses, D. H. & Grabowski, B. L. (1993). Handbook of individual differences, learning, & instruction. Hillsdale, NJ: Lawrence Earlbalm Associates.

• LeFrancois, G.R. (1995). Theories of human learning. Albany: Brooks/Cole Publishing

• Markle, S. M. (1965). Good frames and bad. New York: Wiley.

• Merrill, M. D. (1994). Instructional design theory. Englewood Cliffs, NJ: Educational Technology Publications.

• Nielsen, J. (2000). Designing web usability: The practice of simplicity. Indianapolis, IN: New Riders.

• Rowntree, D. (1966). Basically branching: A handbook for programmers. London: MacDonald.

Journals to MonitorJournals to Monitor

• British Journal of Educational Technology • Educational Research• Educational Technology• Educational Technology Research and Development• Journal of Computer-Based Instruction• Journal of Educational Computing Research• Journal of Instruction Delivery Systems• Journal of Instructional Development• Journal of Interactive Instruction Development

BookmarksBookmarksJakob Nielsen’s Useit.com

http://www.useit.com/

Jakob offers a biweekly column that addresses issues of usability and interest to web designer.

TeleCampushttp://telecampus.edu/

Faculty and Developers will find our Learning on the Web guide as well as other tools and templates for the development and delivery of online courses.

The NODE Learning Technologies Networkhttp://www.node.on.ca/

The NODE's website is a focal point for information and discussion forums on issues related to teaching, learning and technological development.

Wellspringhttp://wellspring.isinj.com/

The Wellspring is a collaborative project from Instructional Systems Inc. and members of the Teachers College, Columbia University community. It is devoted to the needs of Distance Educators using the World Wide Web to deliver post-secondary courses to their students.

ResourcesResources

The MASIE Center

Rich resources for instructional technology

http://www.masie.com/

epss.com!

The premiere site for electronic performance support information and resources

http://www.epss.com/

Learning on the Web

This is a web-based manual available in both French and English to help instructors develop courses for the Web.

http://teleeducation.nb.ca/lotw/

More ResourcesMore Resources Best Practices in Web-Based InstructionUniversity of Toronto site devoted to highlighting exemplary features of on-line

courses. http://snow.utoronto.ca/best/crsreview.html

University of Tennessee - Knoxville

Web Based Learning Resources Library

http://www.outreach.utk.edu/weblearning/

webEDResource site for higher education and corporate WBT developershttp://www.osc.edu/webED/linkslist.html

And Still MoreAnd Still More

Web-Based Instruction Resource SiteMeta resource site that provides links to additional sites.http://www.personal.psu.edu/faculty/w/d/wdm2/main.htm

Building a Web-based Education SystemThis site is designed to support the book "Building a Web-Based Education System and to provide

a collection of resources to help people make use of the Web in their teaching and learning.http://webclass.cqu.edu.au/

The Center for Advanced Instructional MediaThe Web style guide is an outstanding resource for graphics interface design, typography, layout,

and navigation. http://info.med.yale.edu/caim/manual/contents.html

The Sevloid Guide to Web DesignA collection of over 100 tips, tricks and techniques on every aspect of web design.http://www.sev.com.au/webzone/design.htm

Web-Based Training Web-Based Training

Dr. Margaret Driscoll Dr. Margaret Driscoll [email protected]@tiac.net

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