Design

=Design Document=

**Sequencing Description **
The learners are non-tech-savvy adult learners. They will need to be involved in planning the module as well as evaluating the module. The experience is the basis for their learning activities. An effective way of building an instruction is to be problem-centered (Culatta, n.d.). Additionally, by engaging learners in real-world problems and integrating the new knowledge into their world, we could enhance the learning experience (Mirrell, 2002).

I used the learner–related sequencing scheme, starting with giving them a quick overview about online courses then get them actively involved in posting their first message on the discussion board. This will help in getting the learners familiar with the online module, and then raise their interest about the subject by introducing the search engines, asking them to research a topic, could be online learning; this will actively engage them in the content. Once familiar with the best practices in online search, the learners are ready to create their blog and post their message, which is a little bit more difficult task, and is a developmental task in the same time. Once motivated and confident, the learners now could engage in discussions through replying to other messages in the discussion board or post a comment on another blog. This will help in developing their interpersonal skills. Building the sequence on interest, motivate students through the learning process (Morrison, Steven, Kalman & Kemp, 2011).

The instructional sequence for the project is listed in table 1, the list is based on the task analysis submitted in last week’s analysis document available here ( http://global-design.wikispaces.com/Analysis ). While creating the sequence, I decided to split task (1) and differentiate between discussion boards and blogs.

1. What are the benefits of online learning modules - Concept 2.What is a discussion board - Procedure Login to the LMS and send your first message on the discussion board 3.Internet Search Engines - Principle Search information about best practices in online learning 4.Electronic Books and online text - Facts 5.Understand what is a blog - Procedure Create a blog and post your first blog based an researched topic 6.Explore websites that offer collaborative activities - Interpersonal Skills and Attitudes Post a comment on other blogs related to online learning

** Instructional Message **

 * ** Pre-instructional Strategies (Non-Tech Savvy Adults) ** ||
 * ** Strategy ** ||  ** Function **  ||  ** Content Structure **  ||  ** Learner **  ||  ** Task Attributes **  ||
 * Pretests || Introduction to CPU program || * Basic Equipment functions || * Older with average || Basic knowledge about ||
 * ^  ||^   || * Provide Visually Impaired/Audio || knowledge || online courses mastered ||
 * ^  ||^   || software (word, excel,ppt) ||   ||   ||
 * Behavioral Objectives || Operate CPU with confidence || * Successfully navigate Internet || * Comfortable with CPU || Learner understands ||
 * ^  || People learn at different pace ||^   || essentials || format structure of ||
 * ^  ||   ||^   ||   || CPU ||
 * Overviews || Basic Online Tutorial || * Online Access (Surf) || * Material Comprehension || Learn the skills ||
 * ^  || Guidelines for logging in || * CPU terminology (blog, surf) ||^   || leisurely ||
 * Advance Organizer || Expected to advance with CPU || * Text, graphics, or hypermedia to || * Older learner with competent || *Clarify CPU content ||
 * ^  || Utilize Help Support || to assist with visual communication || internet skills ||^   ||
 * ^  || Understand Jargon & icons ||   ||   ||^   ||
 * ^  || Understand Jargon & icons ||   ||   ||^   ||

**Strategies Table**

 * **Task** || **Type of Task** || **Instructional Strategy** || **Initial Presentation &** **Generative Strategy** || **Application** ||
 * **Benefits of online learning modules** || **Concept** || Organizational || * Define online learning modules
 * Give a clear example of a learning module
 * Ask students to list the characteristics of an online learning module || Students will compare and contrast the benefits of online learning modules and face to face instruction ||
 * Electronic Books || Fact || Practice & Elaboration || * Define electronic books by characteristics and locations available
 * Ask students to identify an electronic book from a list of samples || Students access an electronic book ||
 * Online text || Fact || Practice & Elaboration || * Define online texts by characteristics and locations available
 * Ask students to identify an online text from a list of samples || Students access an online text ||
 * Discussion Boards || Procedures || Demonstration elaboration & practice || * Demonstrate accessing and posting to a discussion board
 * Students paraphrase the steps for posting to a discussion board through a checklist, visual aid, or written paragraph || Students post a brief comment to a discussion board ||
 * **Blogs** || **Procedures** || Demonstration elaboration & practice || * Demonstrate accessing and posting to a blog
 * Students paraphrase the steps for posting to a blog through a checklist, visual aid, or written paragraph || Students post a brief comment to a personal blog ||
 * Internet Search || Principles || EGRUL & elaboration || * Demonstrate an internet search
 * Students perform own search based on a proposed topic || Students develop a list of “best practices” for internet searches based on experience ||
 * **Online etiquette** || **Interpersonal Skills and Attitudes** || Model, Develop verbal & imaging models, mental rehearsal, overt practice || * Model appropriate online etiquette
 * Students define the characteristics of polite etiquette
 * Give several examples and allow students to respond || Students post on a discussion board or blog using proper online etiquette ||

**Text Design**
When a new adult learner enters the online world of learning not being very technological savvy can be a very daunting task. It is important that they understand what it is that they are getting into and have someone to help guide them along the way. There are many ways to communicate and research information that understanding how to use all of these resources can at times be confusing.

** E-LEARNING **
E-Learning refers to all electronically supported forms of teaching and learning. E-Learning can take on many formats such as web-based learning, computer-based learning, virtual education opportunities and digital collaboration. The information delivered can take place in many formats as well but not limited to internet, intanet/extranet, audio or video tape, satellite TV, and CD-Rom. In your studies you may find that your learning is self paced or instructor led. ** How to communicate with others online ** ** How to view text via the internet **
 * Ways to research on the internet **
 * Search engines (Google, Bing, Ask, Yahoo)
 * Scholarly Journal databases (JSTOR, Google Scholar, Journal Seek, LexisNexis)
 * Social Networking Sites (Facebook, Linkedin, Ovoo)
 * Discussion boards can be for a particular class or public.
 * 1) User Groups
 * 2) Moderators
 * 3) Administrator
 * 4) Post, Thread
 * 5) Private Message
 * 6) Polls
 * 7) Etiquette
 * Blogs can be used to communicate ideas
 * 1) Personal Blogs
 * 2) Corporate/Organizational Blogs
 * 3) Genres
 * 4) Media Type
 * 5) Reverse Blogs
 * 6) Device Blogs
 * E-books (Sonny Reader, Kindle, IPad)
 * PDF’s
 * Other formats

**Multimedia Design**
What is Multimedia design?

Multimedia Design is the art of integrating multiple forms of media. It is used in video games, information kiosks, websites and many other interactive applications [|http://degreedirectory.org/articles/What isMultimedia_Design.html]). Multimedia instruction is the incorporation of both pictures and words or narration in the instruction (Mayer, 2009).

Considerations for message design using PowerPoint (PPT), or other multimedia can stem from asking the question, does the design of multimedia instruction differ from Computer Based Instruction (CBI) or printed instruction (Morrison, Ross, Kalman, & Kemp, 2011)? The answer is yes and no. The “no” part of the answer is that opportunities or features not available, or easily carried out in print, or in a teacher-led environment can be offered as it can in CBI and multimedia instruction. The “yes” part of the answer is about the student’s ability to have more control over the material content to pause, rewind, and move forward at their own individual pacing with multimedia. Multimedia and print instructions are different, but as designers, we would consider how to incorporate the special features of multimedia into our design of the instruction (Morrison, Ross, Kalman, & Kemp, 2011).

Mayer, (2009) states two approaches to consider for instructional design using multimedia. The first approach is one that focuses on technology. Technology in approach is a solution searching for a problem which means the designer should ask how the quality of the technology can be used to design instruction. The second approach is learner-centered and asks how technology can be used to enhance learning. The learner-centered approach to using technology considers the learner, the content, and the environment to produce effective and efficient instruction (Morrison, Ross, Kalman, & Kemp, 2011). Approach to using technology in a manner that is consistent with how the human mind works according to Mayer, is a more effective approach for nurturing learning (Morrison, Ross, Kalman, & Kemp, 2011).

Some emergent technologies that might be incorporated to strengthen the instructional effectiveness are those that consider the environment in the design like a synchronous and asynchronous environment. Synchronous environments consist of the traditional method of a number of student’s grouped together, learning the content material at the same time, or in synch with each other. high school classes would be an example. Asynchronous instruction environment occurs remotely,where students partake in the course according to their own time frame, their own schedule, or their own choosing as it fits into their lifestyle. An example of this method would be self-study, self-paced classes, conducted and studied online or through the use of a computer based instruction (CBI), CD or DVD (Synchronous Training vs Asynchronous Training, 2012).


 * Emergent Synchronous technology includes**:
 * Virtual class tools (like Adobe Connect or Elluminate). These technologies are integrated suites, for presenting content (via PowerPoint), application sharing, polling, shared whiteboard, web-browsing and other functionality.
 * Chat or instant messaging. Chat can occur within a technology like Moodle, or in stand alone applications like Microsoft Network (MSN) messenger or Internet Relay Chat (IRC).
 * Voice over Internet Protocol (VoIP), which is a family of technologies, methodologies, communication protocols, and transmission techniques for the delivery of voice communications and multimedia sessions over Internet Protocol (IP) networks, such as the Internet through the use of free tools like Skype or GoogleTalk17.


 * Emergent Asynchronous technologies include:**


 * Discussion forums in a Learning Management System (LMS) or online platforms.
 * Email, commonly with listserv (like Mailman) or group-based lists like Yahoo or Google Groups.
 * Blogs or wikis used for reflection or collaborative writing (Siemens & Tittenberger, 2009.

Consider PowerPoint (PPT) as a base development tool or technology to create an interactive narrative that can draw learners in and give them a reason to want to take the course. PowerPoint provides the narrator the ability to tell the learner the story he or she wants them to know. PowerPoint has many simple animations built in, but in the end the design should enhance the learning information and not detract from it (Laureate Education, Inc. 2009).

Consider LMS, blogs, social networks, Podcasts and wikis for the integration of different media that can increase the impact of the message. The focus is on instruction and learning. Learners have direct and instant access to a range of resources and learning activities that far exceeds what is found in the classroom: web searches, database searches, digital resources, virtual laboratories, simulations, virtual environments, augmented reality. Libraries become a secondary source of information as they are constrained by speed, scope and scale (Siemens & Tittenberger, 2009).

Multimedia research on one hand, has established learning gains of significant consideration over traditional or conventional strategies, and on the other hand, has shown how instructional design is a tested, well-researched method of enhancing human learning, particularly non-tech savvy adults (Siemens & Tittenberger, 2009).

References: Culatta, R. (n.d.). Andragogy (M. Knowles). Retrieved from [] Mayer, R. E. 2009. Multimedia learning (2nd ed.)New York;CambridgeUniversity Press. Laureate Education, Inc. (Producer). (2009). The ADDIE Model. In //Series Title//. Baltimore,MD. Merrill, M. D. (2002). First principles of instruction. Retrieved January 25, 2012 from [] Morrison, G. R., Ross, S. M., Kalman, H. K., & Kemp, J. E. (2011). Designing effective instruction (6th ed.). Hoboken, NJ: John Wiley & Sons, Inc. Siemens, G. & Tittenberger, P. ( March, 2009). //The H// // andbook of Emerging Technologies for //Learning.// // R etrieved from [] Synchronous Training vs Asynchronous Training. Retrieved from [] [|training.htm]