Most of us have successfully made it to the end of this course (get better soon, Nettie!!), and oh what a ride it's been. As stressful as it's been this past month juggling work responsibilities, and 2 classes... I can honestly say that I have really enjoyed this class.
Thinking back over what I've learned this semester, I realize I've learned a lot. I actually have been able to understand a lot more of the information we went over in TSTM 444 because of this course. Through the project and other assignments in 544, I was able to apply the concepts in a way that was a little more rewarding. The application of the concepts and reflection I had time to do has made a huge difference in my understanding. I've come to realize that the whole instructional design process is backed by science. You can experiment and get different results, but for the most part, if you follow the steps you will get a quality product in the end. This realization is a product of the past month... as I remember thinking how ridiculous the process seemed when I learned of it last semester (just being honest...).
Another thing of note that I will take away from this course is an increased awareness of the many different options there are for delivering training. It's interesting to see the result of pairing psychology and learning, and coming up with a system that takes each into account.
Overall, the class has been very rewarding. From the assignments, my classmates, the professor, and the knowledge gained.. it's been well worth it!
Wednesday, July 1, 2009
Week 4: E-Learning Demo Derby
If you've read any of my latest blogs you've probably picked up on the fact that I've been pretty interested in the concept of using games or simulations in e-learning. This interest also extends into general multimedia to include interactive graphics and video content. Through the assignments in the class, we've heard about these concepts and maybe have even read some articles... but have yet to experience some of them.
I recently came across a blog called "Making Change: ideas for lively elearning" written by Cathy Moore. The blog contains some really good information and is worth a look. There was one post in particular that has been hanging out in my set of firefox tabs for days now... waiting for a time when I had time to dive into its links.
This post in particular is a list of links to e-learning samples on the web. It has the samples broken up into categories, and though there are a few dead links, the list is quite diverse.
I'll go over a few of the listings from the blog post here:
Laptop Ports Interactive
This is one of the samples that SuddenlySmart has on their website. SuddenlySmart is the developer of SmartBuilder - a flash authoring tool for creating effective and customized e-learning. This sample in particular is a tutorial on different ports on a laptop. There is an image of a laptop and you click on different ports to get information on that port. Pretty neat... and it might be something the intro to TSTM class could use.
The Mouse Party
This is an interactive learning tool on the University of Utah - Genetic Science Learning Center website. It is intended to educate visitors about the effects of drugs on the brain. The interface is pretty snazzy... it lets you explore to find out information.
Peter Packet
In this web based learning game from Cisco, you play the part of Peter Packet. The player completes missions (based on helping people in developing countries) while avoiding hackers and viruses. Though it's meant for a younger audience, I'll admit to having fun AND learning a few things while testing it out. :)
The Great Flu
This is a simulation in which you try and prevent a flu virus from becoming a worldwide pandemic. Who doesn't want to be the hero in a global health crisis? The graphics and concept of this game are of high quality, but I actually could not figure out what to do... and ended up losing the battle. I had to abandon the world once it reached "epidemic" level. Right about now I'm thinking it's probably a good thing I decided to drop the bio/healthcare major and go back to geek-related endeavors. I can handle computer viruses...
The Story of Stuff
Though it is not a game or simulation, what this website offers is equally impressive. The Story of Stuff is a extremely well put together video based learning tool that teaches about economics - focusing on production and consumption patterns. Very interesting.
These are some really good samples of what you can do with multimedia in learning systems. I only wish I had time to look at ALL of them! Guess the website will have to reside on my firefox tabs for just a bit longer...
I recently came across a blog called "Making Change: ideas for lively elearning" written by Cathy Moore. The blog contains some really good information and is worth a look. There was one post in particular that has been hanging out in my set of firefox tabs for days now... waiting for a time when I had time to dive into its links.
This post in particular is a list of links to e-learning samples on the web. It has the samples broken up into categories, and though there are a few dead links, the list is quite diverse.
I'll go over a few of the listings from the blog post here:
Laptop Ports Interactive
This is one of the samples that SuddenlySmart has on their website. SuddenlySmart is the developer of SmartBuilder - a flash authoring tool for creating effective and customized e-learning. This sample in particular is a tutorial on different ports on a laptop. There is an image of a laptop and you click on different ports to get information on that port. Pretty neat... and it might be something the intro to TSTM class could use.
The Mouse Party
This is an interactive learning tool on the University of Utah - Genetic Science Learning Center website. It is intended to educate visitors about the effects of drugs on the brain. The interface is pretty snazzy... it lets you explore to find out information.
Peter Packet
In this web based learning game from Cisco, you play the part of Peter Packet. The player completes missions (based on helping people in developing countries) while avoiding hackers and viruses. Though it's meant for a younger audience, I'll admit to having fun AND learning a few things while testing it out. :)
The Great Flu
This is a simulation in which you try and prevent a flu virus from becoming a worldwide pandemic. Who doesn't want to be the hero in a global health crisis? The graphics and concept of this game are of high quality, but I actually could not figure out what to do... and ended up losing the battle. I had to abandon the world once it reached "epidemic" level. Right about now I'm thinking it's probably a good thing I decided to drop the bio/healthcare major and go back to geek-related endeavors. I can handle computer viruses...
The Story of Stuff
Though it is not a game or simulation, what this website offers is equally impressive. The Story of Stuff is a extremely well put together video based learning tool that teaches about economics - focusing on production and consumption patterns. Very interesting.
These are some really good samples of what you can do with multimedia in learning systems. I only wish I had time to look at ALL of them! Guess the website will have to reside on my firefox tabs for just a bit longer...
Tuesday, June 30, 2009
Week 4: E-learning Anarchist or Trailblazer?
Before I started doing more research on the subject, my idea of e-learning was more of a standard blackboard-type format. Some discussion, some blogs, and other assignments thrown in there. I had seen other e-learning designs but never really thought much of it... until this course.
How did all of this come about? What was the evolution of e-learning? How did we end up where we are today, and what is to come in the future of e-learning?
It would take way more time than I have to answer these questions, but I've put pieces of that puzzle together over the course of this semester (the edges, maybe?) that will fall into place over time I'm sure.
While going through articles for the annotated bibliography, I saw aspects of e-learning that were really intriguing. I wrote about one of them previously - medical students using simulations in their training. It's fascinating really, and one of the articles I found most intriguing was one about Clark Aldrich and his career - his realization that what was going on with e-learning just wasn't cutting it, and what he decided to do about it. The article was titled, "Simulation insubordination: How simulation games are revolutionizing e-learning". I highly recommend reading it.
How did all of this come about? What was the evolution of e-learning? How did we end up where we are today, and what is to come in the future of e-learning?
It would take way more time than I have to answer these questions, but I've put pieces of that puzzle together over the course of this semester (the edges, maybe?) that will fall into place over time I'm sure.
While going through articles for the annotated bibliography, I saw aspects of e-learning that were really intriguing. I wrote about one of them previously - medical students using simulations in their training. It's fascinating really, and one of the articles I found most intriguing was one about Clark Aldrich and his career - his realization that what was going on with e-learning just wasn't cutting it, and what he decided to do about it. The article was titled, "Simulation insubordination: How simulation games are revolutionizing e-learning". I highly recommend reading it.
Sunday, June 28, 2009
Week 3: Found on the Web
In doing research for assignments over the course of the semester, I have come across a ton of websites and articles that I was not able to use for the particular assignment, but nonetheless found interesting. As a result, my bookmarks list has grown considerably.
I'd like to share a few of these resources here.
The 10 commandments of e-learning - This is a blog post by Cathy Ellis that has a really good list of "commandments" for e-learning. While many of the resources I have come across seemed too scientific, her post contains information that is more "real world" and applicable.
Free and Open Source Movements - Part 1 and Open Source Content in Education - Part 2 - Part 1 of this two article series covers the history of the Open Source revolution. Part 2 focuses on the philosophy and history of Open Source and its use in Education. Quite an interesting read!
Games / Simulations / "Immersive Learning Simulations" - This is a blog post by Jenna Sweeney, the president of CramerSweeney instructional design. I particularly liked the end of the post where she points out:
I'd like to share a few of these resources here.
The 10 commandments of e-learning - This is a blog post by Cathy Ellis that has a really good list of "commandments" for e-learning. While many of the resources I have come across seemed too scientific, her post contains information that is more "real world" and applicable.
Free and Open Source Movements - Part 1 and Open Source Content in Education - Part 2 - Part 1 of this two article series covers the history of the Open Source revolution. Part 2 focuses on the philosophy and history of Open Source and its use in Education. Quite an interesting read!
Games / Simulations / "Immersive Learning Simulations" - This is a blog post by Jenna Sweeney, the president of CramerSweeney instructional design. I particularly liked the end of the post where she points out:
When we think of games, we think of fun: Games = FunThe Learning Circuits Blog - "The Big Question" - Learning Circuits is an ASTD publication. In their blog, they feature a question of the month on topics for learning professionals. They have some interesting posts and responses to these questions.
When we think of learning, we think of work: Learning = WorkGames show us this is wrong. In a word, games allow us to “fool” learners into learning. Under the right conditions, learning is biologically motivating and pleasurable for humans, and games can trigger deep learning.
Week 3: Games and Simulations... not just for kids anymore.
Last week, we turned in our annotated bibliographies. I had a hard time figuring out what topic I wanted to base mine on, but the more I dug into e-learning, I began to be drawn to the concept of games and simulations in e-learning.
While researching, it seemed there was a trend in e-learning that was a bit concerning. Much of the first generation of e-learning was just not cutting it. Whether it was due to poor design, lack of engagement, or a host of other issues... e-learning has experienced its share of "growing pains."
As I read about these issues, one thing became clear: the focus for what's to come in e-learning is definitely on a more learner centered, active approach. What was needed was something to keep the learner more engaged in the learning process, and something that might offer a more hands-on approach in order for the objectives to be applied to their jobs.
It seems that for many organizations, the answer (for now) is the use of games and simulations.
I tended to focus more on simulations in my annotated bibliography, simply because I find this part of the trend more intriguing. In an educational application, you have future medical professionals practicing their skills in a virtual world on virtual patients. In more business oriented applications of simulations there are examples of a hotel chain using a simulation to train new employees. When you look at all the examples of how simulations are being used, you can't help but be excited!
While researching, it seemed there was a trend in e-learning that was a bit concerning. Much of the first generation of e-learning was just not cutting it. Whether it was due to poor design, lack of engagement, or a host of other issues... e-learning has experienced its share of "growing pains."
As I read about these issues, one thing became clear: the focus for what's to come in e-learning is definitely on a more learner centered, active approach. What was needed was something to keep the learner more engaged in the learning process, and something that might offer a more hands-on approach in order for the objectives to be applied to their jobs.
It seems that for many organizations, the answer (for now) is the use of games and simulations.
I tended to focus more on simulations in my annotated bibliography, simply because I find this part of the trend more intriguing. In an educational application, you have future medical professionals practicing their skills in a virtual world on virtual patients. In more business oriented applications of simulations there are examples of a hotel chain using a simulation to train new employees. When you look at all the examples of how simulations are being used, you can't help but be excited!
Friday, June 26, 2009
Week2: Goldilocks and the Target Population
As some of you may know, we are in the process of forming a student chapter of AITP at the University of South Carolina. We're nearing the home stretch now, and in August we will be starting the new semester with a new student organization for TSTM students - something the major has been lacking (since we all know that a TSTM student is one that is just too social to be a CS major!).
In going through the process of filling out applications, writing bylaws, and diplomatically deciding the roles for the 5 of us who are founding the chapter, I've often thought of the first Technology Professionals meeting I attended. I had always wanted to attend, but I had a scheduling conflict that did not allow it. This past semester, the meeting time just happened to be right after the ending time of a course I was taking in a room just down the hall. With the exception of nights I had entirely too much schoolwork to do, there was no reason to miss it! As an added bonus, we were able to earn extra credit for TSTM 444 for attending! This was a no brainer. As I settled in and took in my surroundings I had no idea what I was about to be in for... 2 hours of utter confusion with the requisite (as I've learned from other events with college students) free pizza meal. John Long gave, as far as I could tell, a very good presentation about the Erlang programming language. By the time the meeting was over, I felt like I didn't know anything about anything. It was as if all existing knowledge of anything had vanished due to the force of the effort I had just expended trying to "get" Erlang. I left feeling a bit defeated and lobotomized. In speaking to other students after the fact, I came to realize that I wasn't alone. They weren't as dramatic about it... but we agreed - we understood bits and pieces, but overall it was above our heads.
This wasn't the first time I've been in over my head (re: CHEM from my days as a BIO major)... and it certainly won't be the last. The only thing I have to remember is that when it comes to this type of situation, well, I'm average. For every time I've been in a course/meeting/seminar that is out of my reach, there's a course/meeting/seminar that has been below my level... with a few that are just right thrown in the mix.
As I type this, I am realizing just how relevant to Training Systems (and life!) the story of Goldilocks is...
I know it's a stretch, but just humor me.
Two words: Audience Analysis.
All of the front-end analysis tools are important, but I feel like without Audience Analysis... there's no point!
This is something I should have considered in a previous post when I asked my mother (via blog):
In going through the process of filling out applications, writing bylaws, and diplomatically deciding the roles for the 5 of us who are founding the chapter, I've often thought of the first Technology Professionals meeting I attended. I had always wanted to attend, but I had a scheduling conflict that did not allow it. This past semester, the meeting time just happened to be right after the ending time of a course I was taking in a room just down the hall. With the exception of nights I had entirely too much schoolwork to do, there was no reason to miss it! As an added bonus, we were able to earn extra credit for TSTM 444 for attending! This was a no brainer. As I settled in and took in my surroundings I had no idea what I was about to be in for... 2 hours of utter confusion with the requisite (as I've learned from other events with college students) free pizza meal. John Long gave, as far as I could tell, a very good presentation about the Erlang programming language. By the time the meeting was over, I felt like I didn't know anything about anything. It was as if all existing knowledge of anything had vanished due to the force of the effort I had just expended trying to "get" Erlang. I left feeling a bit defeated and lobotomized. In speaking to other students after the fact, I came to realize that I wasn't alone. They weren't as dramatic about it... but we agreed - we understood bits and pieces, but overall it was above our heads.
This wasn't the first time I've been in over my head (re: CHEM from my days as a BIO major)... and it certainly won't be the last. The only thing I have to remember is that when it comes to this type of situation, well, I'm average. For every time I've been in a course/meeting/seminar that is out of my reach, there's a course/meeting/seminar that has been below my level... with a few that are just right thrown in the mix.
As I type this, I am realizing just how relevant to Training Systems (and life!) the story of Goldilocks is...I know it's a stretch, but just humor me.
...just replace the porridge, chair, and bed with different aspects of training sessions. And Goldilocks? Well, she's the target population or intended audience of the sessions. How do we as training professionals figure out what her needs are? How do we know what will and will not work for her?
Two words: Audience Analysis.
All of the front-end analysis tools are important, but I feel like without Audience Analysis... there's no point!
This is something I should have considered in a previous post when I asked my mother (via blog):
So I wonder - how do people (like my mom) who have been in the training industry for years feel about the technological advances we have made? Is the increase in analysis worth the almost instant availability of subject matter data?In hindsight, posing this question through blogger was not the best option for my Mothers needs and experience. Ever since she popped up on facebook a couple of months ago (and proceeded give daily status updates and actively use all of the tools facebook has to offer)... well, lets just say I have had to re-evaluate Mom's technical skills and abilities. ;) Since I see her facebook accomplishment as no small technological feat, I assumed that the blog response wouldn't be much of a problem. This further supports the importance of Audience Analysis and the necessity of learning not what YOU think the audience is capable of, but what THEY believe they are capable of. To support this, here is my Mom's reply, which was e-mailed to me after a failed attempt at commenting on blogger:
One of the points I tried to make in my response was that things are just not as intuitive to us “older” learners so having to learn new applications takes a lot of my time...I wrote the comment and then when I tried to post it asked for a profile....I don’t know what that means and tried Google but it said I couldn't use that...tried another and lost my comment, retyped it and lost it again. What’s up with that?So the overall lesson here is that it is too easy to just assume that you know what is suitable for your audience. You'll get lucky sometimes, but without completing an empirical audience analysis... you might be on the wrong track completely!
Sunday, June 21, 2009
Week 2: We've been world wide webbed!
Technology is everywhere. It always has been. Even though these days we may not give something as commonplace as a light bulb a second thought, at one time it was considered a HUGE technological advance. Most of us wouldn't consider a light bulb "tech" in the current sense of the word, but if it were 1879 I'm sure we'd think differently. I couldn't even imagine what it would be like to rely on gas lamps as the only source of interior light. Then again, I am prone to bouts of extreme clumsiness... for everyone's sake it's good that I don't have to rely on a flaming fuel powered accident waiting to happen!
Much like Edison's light bulb in the 19th century, The past couple of centuries have also brought technological advances and inventions that have changed our world forever - the personal computer, hybrid car, microprocessors, cell phones, fuel cells, the artificial heart, the Internet - the list goes on and on. We rely on so many inventions from the past every day and rarely give any thought to how things used to be.
While reading the first section in the book, one paragraph in particular stuck out. On the subject of E-learning, the author made a point about how technology (and specifically the Internet) has changed instructional design.
Before multimedia was so common, subject matter experts (SME's) were relied on very heavily while developing courses. If a SME was not available, it was common to spend a huge amount of time at the library researching. Now, instructional designers have an enormous amount of information readily available on the web.
Not only has multimedia affected how instructional designers do their research and analysis - it has opened the door to many options for course delivery. Options for e-learning have created a whole new ball game for the training industry.
While reading this section, I originally thought that it made the trainers job a whole lot easier. Having all that information, readily available, indexed and searchable must have opened up a lot of time in their daily jobs. Having access to all of this data is nice, but what I failed to realize (until I read later sections of the book) is that more time must be spent doing technology analysis and media analysis. There is no doubt that multimedia has helped the industry make progress, but I guess it has also complicated the process of instructional design.
So I wonder - how do people (like my mom) who have been in the training industry for years feel about the technological advances we have made? Is the increase in analysis worth the almost instant availability of subject matter data?
This is definitely something I need to ask my mother about to see what her take is. Then again, she does have the link to this blog... and with the topic at hand being multimedia, it seems appropriate that I pose this question to her via blog. Mom - your take?
-----------------------------------------------------------------------------------
Just for fun - links found this week on the topic of technology in instructional design and e-learning in general:
Much like Edison's light bulb in the 19th century, The past couple of centuries have also brought technological advances and inventions that have changed our world forever - the personal computer, hybrid car, microprocessors, cell phones, fuel cells, the artificial heart, the Internet - the list goes on and on. We rely on so many inventions from the past every day and rarely give any thought to how things used to be.
While reading the first section in the book, one paragraph in particular stuck out. On the subject of E-learning, the author made a point about how technology (and specifically the Internet) has changed instructional design.
Before multimedia was so common, subject matter experts (SME's) were relied on very heavily while developing courses. If a SME was not available, it was common to spend a huge amount of time at the library researching. Now, instructional designers have an enormous amount of information readily available on the web.
Not only has multimedia affected how instructional designers do their research and analysis - it has opened the door to many options for course delivery. Options for e-learning have created a whole new ball game for the training industry.
While reading this section, I originally thought that it made the trainers job a whole lot easier. Having all that information, readily available, indexed and searchable must have opened up a lot of time in their daily jobs. Having access to all of this data is nice, but what I failed to realize (until I read later sections of the book) is that more time must be spent doing technology analysis and media analysis. There is no doubt that multimedia has helped the industry make progress, but I guess it has also complicated the process of instructional design.
So I wonder - how do people (like my mom) who have been in the training industry for years feel about the technological advances we have made? Is the increase in analysis worth the almost instant availability of subject matter data?
This is definitely something I need to ask my mother about to see what her take is. Then again, she does have the link to this blog... and with the topic at hand being multimedia, it seems appropriate that I pose this question to her via blog. Mom - your take?
-----------------------------------------------------------------------------------
Just for fun - links found this week on the topic of technology in instructional design and e-learning in general:
- Jenna Sweeney's Corporate Training and E-Learning Blog:
Today's Instructional Designer - E-Learning Guild's Learning Solutions Magazine (login required):
The Next Generation of Instructional Designers - Tony Karrer - E-Learning Technology:
Business of Learning - The Learning Circuits Blog asks it's readers what workplace training will look like in 10 years:
The Big Question (note: lots of interesting replies to this one!) - Jay Cross - Internet Time Blog:
E-Learning is Not the Answer
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