Wednesday, July 30, 2008

EDTEC Assignments Site

Go to EDTEC Assignments Site that was created by Su-Tuan Lulee for master degree program of Educational Technology at San Diego State between 2006 Fall and 2009 Spring.

Sunday, April 15, 2007

UI for your reference and comments

Hi, Teams,

Wonder how is your Design Concept going. I have been thinking about how to best present our product design. My mind has been changing while working on the DC document. Here are latest three versions for your reference.

Version 1

Version 2

Version 3

Wednesday, March 28, 2007

System Specification

Hi folks. I'm feeling better, so I thought I'd put together some thoughts on the systems specification. I like what we have so far (WBT or CBT, allowing broad access and easy updates, along with printable maps), but I thought we'd get a bit more specific. I created some screen captures and some notes for each:


Advantages of WBT or CBT system
  • Opportunities for interactivity and active learning

Supporting text: a WBT or CBT system allows the developer to use a variety of tools for building interactive exercises, such as dynamic HTML, Flash, Captivate, etc. Instructional designers can create interactions to simulate the tasks involved in the course's map-reading objectives.


Advantages of WBT or CBT System, cont.
  • Allows for remedial assistance, as determined by learner

Supporting text: such interactive exercises allow the learner to request help, as needed. Given the number of hints requested by the learner, the training could provide simpler or more difficult examples (viz. simpler or more complex maps and simpler or more complex street scenes)


Advantages of WBT or CBT System, cont.

  • Learner success can be easily quantified, tracked and reported

Supporting text: Success criteria can be quantified, in terms of how many times the learner asked for help, or how many times the learner misidentified their location. Based on requests for help and correct answers, learners can self-check using these interactions to determine whether they have accomplished the objective. Further, scores can be saved in the LMS, by individual interactions and requests for help, allowing the delivery company to gather reports on their learners in order to determine the overall success of the training program.

I'm interested to hear what ya'll think.



Integrate Goals with Modules

When I post my last post, I haven’t found Katie’s latest post. To combine both our messages together, I made adjustment on the diagram.

Tuesday, March 27, 2007

Suggestion for working on product specification

Hi, Teams,

Jeff’s PPT is great. Thanks Anne and Jeff for putting things together. Look like we are almost there!

Our next step seems to be, identify objectives and work toward Design Concept document. My concern is what is our common consensus about product specification? I read from sample Design Concepts for PPT for Military and Word Style, both of the documents said that they are based on a specific Module (1 and 3) from their SS.

I suggest that we walk a little lower to product level specification instead of just a macro view as shown on slide 9. With the product specification, when we describe detailed design in our individual Concept Design document, we’ll sound like we are talking about the same product. To help explain my opinion, I drafted this system diagram. If we had something like this, we could each choose 1 module to work on without worrying about overlapping each other too much or conflicting with each other in next design document.

The diagram is only a draft to explain my meaning, it should be refined further. I used Joe’s three major goals plus Jeff’s Map Basic to form the Modules. We could also replace it with Jeff’s idea that stated in one of his email to us (as shown below). They have different approaches but will cover similar goals and objectives.

Hope I didn’t make things more confused!


Slide revisions

I thought maybe I'd create a posting where we can start to collect potential revisions to the slides. Please add your revisions as comments to this posting. gracias seƱores...

More goal/objective refinement

Hey team,

I haven't felt great about the ability to really split up the goals based on previous team meetings. Also based on tonight's team meeting, sounds like those present agreed that the goals as we have them stated now are a bit too specific.

Thus I have taken a stab at re-writing our goals such that they cover the content that we previously identified as important, but offer less redundancy and specificity.

Take a look, and let me know what you think. I have included Jeff's goal/objective as well as my own. If the remaining team members want to claim one of the three that remains that would work. Or we can trash the remaining three, and rewrite them using your own goals/objectives.... whatever the team decides. I don't want to step on toes here, I was just hoping to gain and/or offer more clarity.

Here goes...

1. Goal 1. The driver will be able to identify the different parts of a map. (This is a new basic goal that I stole from something that Jeff sent out.... I think we need to make sure these very basic objectives are met at the start of our training.)

  • Objective (?developer?): Given a map, the student will be able to locate the legend.
  • Objective (?developer?): Given a map, the student will be able to locate the scale.
  • Objective (?developer?): Given a map, the student will be able to locate the street index.
  • Objective (?developer?): Given a map, the student will be able to locate the cardinal/ordinal directions

2. Goal 2. The driver will be able to find an address on a map.

  • Objective (Jeff): Given a street address of a building and a map, with one or more standard addresss indicators, the student will accurately locate the block and the side of the street of the address on the map.

3. Goal 3. The driver will be able to determine distance on a map.

  • Objective (Katie): Given two points on a map, the student will accurately approximate the distance between the two points.
  • Objective (Katie): Given two points on a map, the student will determine which of multiple possible routes is most likely the fastest route.

4. Goal 4. The driver will be able to identify the best route on a map.

  • Objective (?developer?): Given three or more addresses, the student will be able to identify the route with the shortest total driving distance.
  • Objective (?developer?): The driver will be able to plot an alternate route if he/she finds the original route is blocked.

5. Goal 5. The driver will be able to locate his/her current actual location on a map.

  • Objective (?developer?): Using real-life indicators (street signs, landmarks, etc) the student will be able to locate his/her current location on a map.