NMIMS University, Mumbai January 29, 2011
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Transcript of NMIMS University, Mumbai January 29, 2011
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NMIMS University, MumbaiJanuary 29, 2011
Gargi Banerjee, Shruti Dere, Kapil Kadam, Sameer Sahasrabudhe, Sahana Murthy
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In today’s workshop you will:
• Work in groups, get to know colleagues from other colleges
• Learn theory and practice of instructional design (ID)
• Apply ID principles to develop e-learning content for your class
• Identify physics concepts that would benefit from animation
• Develop Instructional Design Documents (IDDs) for animating
these concepts
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• National Mission on Education through Information and Communication Technologies
• Govt of India – MHRD initiated effort
• Enhance the current enrolment rate in Higher Education from 10% to 15 % by the end of the 11th Plan period
• Project OSCAR is part of this larger project
NMEICT
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http://oscar.iitb.ac.in
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Form groups
• Write your preferred topics in your domain on the sheet of paper
• Call out for partners!
• Form groups of 3, similar topics
• Name your group
3 min only -- COUNTDOWN STARTS NOW
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Think-Group-Share
What do you expect to learn from this Instructional Design Workshop?
• THINK – 2 minutes, write your personal objective
• GROUP – Discuss answers in group, come up with group’s objective
• SHARE – with entire class
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Technology of Education
vs.
Technology in Education(or Technology for education)
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What makes an animation good?
When is an animation ineffective ?
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You decide …
Long pages filled only with text.User/student treated as passive reader.
Under-designed.
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You decide …
Too many focal points, frills.Content distracts from learning.
Over-designed.
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What makes an animation effective?
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e-learning content is effective when it is based on:
• Sound subject matter content
• Learner-centered pedagogy
• Systematic Instructional Design
• Good visual design principles
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Instructional Designing
• Definition :
Instructional design is the science of creating detailed specifications for the development, implementation, evaluation, and maintenance of situations that facilitate the learning of both large and small units of subject matter at all levels of complexity. [http://www.umich.edu/~ed626/define.html ]
• Steps :
•Analysis
• Design
•Development
•Implementation
• Evaluation
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Need Analysis
• Example
You are running a highly successful course every semester. The college administration invites you to offer the same course as an online Program. Here however the course is not very successful.
• The instructor is the same, the lecture notes are the same. Where is the gap?
• Identifying the gap between current performance of your students and the expected performance.
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• Let’s do another example. What are some of the problems you face while teaching your subject?
• Will visualization (animation/simulation) help bridge this gap?
• If yes, should you do an animation or simulation?
Need Analysis
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People say animation is used for..
• Cosmetic•To break the textual monotony!
• Attention gaining•To break the ‘static’ monotony!
• Motivation•To use the motion and interaction to motivate users
• Presentation•To present the concept in a impressive way
• Clarification•To use animation to explain/clarify the concept
What purposes are important for you?
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Some thoughts• Computational power of performing calculations, and rendering the visuals for the same
• Movement of the components in the topic
• Trajectory of the of the movement
• Making the invisible visible (atoms, fields...)
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How to choose if a conceptshould be animated?
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Theory of selecting animation as a medium
Is Trajectory and Movement inherent in the chosen topic?
YES NO
Animation may not be necessary.What is the purpose?
If Yes..Which functiondoes it serve?
If No..
What function is it serving?
Animation may be useful. But
depends on the domain
Cosmetic, Attention,
Motivating...
PresentationClarification
None
Use sparingly Animation is not recommended
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Theory of selecting animation as a medium
Is animation inherently tiedto your subject?
If Yes..What subject structure is
Best classification of your topic?
NO
ConceptsProcedures FactsPrinciples/Rules
Skills
Animationmight not be
useful.
• System impacted by simultaneous influences• Change over time• Not visible to naked eyes
Equipment or contextnot readily available
YesAnimation might be
useful in explaining the steps of the procedure
Figure 1 is sufficient
NoAnimation is usefulin communicating
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Group activity !Select concept using graph
• Discuss possible concepts in your group
• Debate pros & cons
• Choose one concept
• Tell all of us your chosen concept
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Different animations for different goals!
• Who will use it?
• Where will animation be used?
• What do we want the users to learn?
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• Pre-requisites
•Prior Knowledge of topic area
• Motivation to learn
• Socio-economic background
• Educational Levels
Who will use the animations
Learner Analysis
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Where will animations be used
Context Analysis:
• Physical [Face-to-face /Distance education program]
• Technical [ Availability of the technical support]
• Socio-cultural [ norms & values of the learner]
• Constraints [ financial constraint, time or resource constraint]
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Same concept, different animations
• http://www.cs.stir.ac.uk/~kjt/software/comms/jasper/SWP3.html
• http://www.site.uottawa.ca/~elsaddik/abedweb/applets/Applets/Sliding_Window/sliding-window/index.html
• http://www.osischool.com/protocol/Tcp/slidingWindow/index.php
• http://www.wetdirt.com/cisco_tranning/data/itm/routed/ip/rdiptcf.htm
• http://www.theitstuff.com/cisco/ccna/learn-tcp-ip-with-beautiful-animation-video/
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Content Analysis
•Chunking 1. Definition of matter1.1 Examples of matter
2. Properties of matter2.1 Experiment to illustrate of Physical Property2.2 Experiment to illustrate Chemical property
• Sequencing
• Discovery Learning
How to sequence and chunk content
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What do we want users to learn?
Today’s class Content from syllabus
On completion of the class, the
student will be able to
Outcome expected
Section 2.3 from textbook
Data representation
Write syntax fordefining a floatingpoint variable
float x
Integer, floatingpoint, charactervariables
Describe themeaning of ‘float x’
Reserves one location to store anumber in “floating point” format.
Explain internalrepresentation of afloating pointvariable
Two components of the number are stored in separate compartments.- mantissa, and exponent
From syllabus ….. to learning objectives
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Learning objectives
What do you want students to take away from theday’s class?
– What skills, knowledge and attitudes do you want students to develop?
– How will you structure the content of your material?– What resources and strategies will you use in your
instruction?– How will you assess the students’ learning?
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Constructing learning objectives
Don’t Instead do Need to be
understand pointers /appreciate objectoriented programming /know data structures /internalize a sense ofconfidence
Formulate using“action” verbs:identify, list, describe, explain, solve, analyze,design, compare
Specific and measurable
Lecture on characterarrays / Arrange fieldtrips
The student will be able to
Concerned withthe learner
Indicates specific measurable performance outcome of learner
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How to ensure users see what we want them to see?
Functionality
Reliability
Usability
Proficiency
Creativity
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Features of good animationsTeaching/learning perspective
• clear learning objectives
• interactive learning
• constructivist approach
• multiple representations
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Group activity!
• Decide the target audience (Learner analysis)
• Where will the animation be used (Context analysis)
• How will you chunk and sequence the content?
• Write the learning objectives
WRITE all your ideas
This is part 1 of the Instructional Design Document!
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LUNCH!!!
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3 Phases to generate animations
• Concept selection
• Coding
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• Concept selection
• Instructional design
• Coding
3 Phases to generate animations
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Instructional Design Document
• Part 1 – Analysis – we did in morning
• Part 2 – Design – now
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Master layout
• IDD template
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What did you learn today?
Content, Skills, Fun ..
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Did we meet learning objectives of today’s workshop?
• Work in groups, get to know colleagues from other colleges
• Learn theory and practice of instructional design (ID)
• Apply ID principles to develop e-learning content for your class
• Identify concepts from your domain that would benefit from animation
• Develop Instructional Design Documents (IDDs) for animating these concepts
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Many thanks to …
Sridhar Iyer
Malati Baru
C. Vijayalakshmi…
and the entire OSCAR team