Monday, March 18, 2013
Friday, March 15, 2013
VMRC Prototypes
Below is the link to our prototype for the Power Tools and Fire Safety training modules for the Virginia Mennonite Retirement Community:
http://firesafetyandpowertoolstraining.weebly.com/
Alex Lee Jones, Sarah Peachey, and Shana Ryman
http://firesafetyandpowertoolstraining.weebly.com/
Alex Lee Jones, Sarah Peachey, and Shana Ryman
LFCC Math Tutorials- Alicia, Tara, Katie
Here is our prototype for LFCC Math Center project. Our project is for creating math tutorials for students to review before taking a math placement test. We are still working on our quizzes and supplemental material for our client. Please review and leave your comments!
Module 1.1: Fractions: Defining the Basics
Objectives:
LFCC students taking Module 1.1 will be able to apply basic math concepts to fractions. After completing module 1.1, the learner will be able to
The proposed module is a streaming video tutorial that will prepare LFCC students to successfully apply college math concepts without a calculator when they take the math placement test. The core content in lesson 1.1 is basic college math vocabulary and concepts: fractions in simplest form, proper and improper fractions; mixed numbers; division by zero; division into zero.
The abstract math information will be paced for the novice learner and made concrete by presentation in video format, incorporating a student resource person (LFCC Math Consultant Mr. Jeremiah Dyke) into to video,offering a text transcription of Mr. Dyke’s instruction, and a supplemental glossary of math terms to accompany the video tutorial.
After each math concept is introduced and verbally explained by Mr. Dyke while he visually represents the concepts on his whiteboard, the video will pause and present the learner with an embedded quiz question to check for comprehension. This approach will enable comfortable self-pacing and avoid overloading the novice by breaking the larger set of introductory concepts and vocabulary into smaller, more manageable pieces of information.
The learner will not proceed through the tutorial without correctly answering the assessment questions for each concept, in order as presented, for a given module. Learning will be measured by a comparison of pre-module and post-module scores on a basic fraction vocabulary quiz. Learners will not advance to the next module until the post- module score equals 100% correct.
The tutorial and self-check quiz questions will be self-paced in order to accommodate LFCC students with widely-varying levels of math ability who wish to effectively prepare for the math placement test. Learners can engage the tutorial either as a simple refresher or as a first exposure to these math concepts, accessing this online module at any time and moving through the tutorial at his or her own comfort level.
Materials Needed For this Module:
Lord Fairfax Community College Academic Center for Excellence Math Tutoring Videos
Tara Cassidy, Alicia Grasso, Katie Horst
March 14th, 2013
Module 1.1: Fractions: Defining the Basics
Objectives:
LFCC students taking Module 1.1 will be able to apply basic math concepts to fractions. After completing module 1.1, the learner will be able to
- Define fractions and mixed numbers
- Identify the parts of a fraction
- Recognize when a fraction is in simplest form
- Discriminate between a proper and improper fraction
- Recognize the difference between dividing by zero and dividing into zero.
The proposed module is a streaming video tutorial that will prepare LFCC students to successfully apply college math concepts without a calculator when they take the math placement test. The core content in lesson 1.1 is basic college math vocabulary and concepts: fractions in simplest form, proper and improper fractions; mixed numbers; division by zero; division into zero.
The abstract math information will be paced for the novice learner and made concrete by presentation in video format, incorporating a student resource person (LFCC Math Consultant Mr. Jeremiah Dyke) into to video,offering a text transcription of Mr. Dyke’s instruction, and a supplemental glossary of math terms to accompany the video tutorial.
 * | Screen shot from video that introduces LFCC Math Consultant, Mr. Jeremiah Dyke |
After each math concept is introduced and verbally explained by Mr. Dyke while he visually represents the concepts on his whiteboard, the video will pause and present the learner with an embedded quiz question to check for comprehension. This approach will enable comfortable self-pacing and avoid overloading the novice by breaking the larger set of introductory concepts and vocabulary into smaller, more manageable pieces of information.
 * | Screenshot of the student view of Mr. Dyke’s visual representation of a concept |
The learner will not proceed through the tutorial without correctly answering the assessment questions for each concept, in order as presented, for a given module. Learning will be measured by a comparison of pre-module and post-module scores on a basic fraction vocabulary quiz. Learners will not advance to the next module until the post- module score equals 100% correct.
| Self Check: 0 -- = ? 1 a. 1 b. 0 c. 0.1 | Representation of an embedded quiz question for module 1.1 |
| Self Check: 12 -- 6 What is the numerator in this fraction? a. 12 b. 6 c. 2 | Representation of an embedded quiz question for module 1.1 |
The tutorial and self-check quiz questions will be self-paced in order to accommodate LFCC students with widely-varying levels of math ability who wish to effectively prepare for the math placement test. Learners can engage the tutorial either as a simple refresher or as a first exposure to these math concepts, accessing this online module at any time and moving through the tutorial at his or her own comfort level.
Materials Needed For this Module:
- A computer or web-enabled mobile device
- Reliable Internet connection
- Headphones (if completing the module in a public space)
Amanda, James and Kelly Prototype
You can find out prototype materials at http://ahrd610.weebly.com. There you will find two images (a slide and a clipboard). To download the storyboard of our training program, click on the slide, and to download the follow-up quiz, click on the clipboard.
Our prototype does not yet include videos and benchmark quizzes that we plan to incorporate into our training program later on to make it more concrete. Please give us feedback on the materials provided so we can improve!
Our prototype does not yet include videos and benchmark quizzes that we plan to incorporate into our training program later on to make it more concrete. Please give us feedback on the materials provided so we can improve!
Thursday, March 14, 2013
Chad, Lauren, Kanita Prototype
We will be using Storyline to create our prototype, this is a rough draft with a powerpoint of the flow of 1 of 3 trainings. The other two training courses, not listed, include a setting up and how to use blackboard course as well as a course about what is required for online faculty.
What Core content will you include in your lesson?
The core content includes:
1. Facts about LFCC
2. HR logistics
3. Email set-up
4. Syllabus creation
5. Understanding how to use blackboard
6. Expectations of online faculty
How will you assess learning?
The course assessments will very from a series of practice scenarios, proper writing techniques and process assessments. Furthermore, when the faculty properly completes what is required of them without error, it will show understanding and retention of skills knowledge. There will be an assessment in accordance to policies.
How will you make the information concrete?
For the information about the campus, a short video and activity will make the information concrete, HR logistics will be done in the course, setting up an email will walk you through how to do with a link that allows you to go and do it directly after. In terms of syllabus building and knowing what is to be included, there will be an activity to chose the incorrect syllabus.
How will you control the step size?
We will break steps down accordingly and make sure they are learned before moving forward, steps will be grouped accordingly to topic area.
How will you handle pacing?
This is self-paced learning. The learner can start and stop the training program as they please. The course will build upon itself and not progress until the mini assessments throughout the course has been met. We do not want to go through the entire course without proper retention at a fast pace and have to repeat the course.
How will you address cognitive load?
With activities and check-points, we will help to ease cognitive load as well as the presence of employee process aids that can be printed.
What format will you use?
We will use online training modules that are self-paced and taken by individuals
 |
| This is a rough draft of what the course look and feel will consist of using the branding guidelines provided by LFCC. |
Friday, March 1, 2013
How can we motivate learners? Sam Dowell and James Goldberg
We started talking about motivation in class last night, and I wanted to use this blog to present several abstract ways of thinking about motivation that renowned theorists are making cases for. There is no right and wrong way to motivate learners, just different ways that are either more or less effective. The goal is to stimulate your minds and give you some new concepts to consider.
Critical Thinking:
I have provided you with a couple different "left-field" theories so to speak that have research studies backing each of them up to a point. I have come up with a couple questions below that are based on the blog posting and are geared to help establish your perception feeling on each one.
1. Give an example of how you could incorporate a candlestick type problem into learning, and then explain if you think just having a problem like that in place is enough to motivate and engage the learners, or if you think there is a lot more to it.
2. Do you think the structure and standardization of todays school system has a big impact on motivation. What changes can you think of to improve this?
3. Do you agree or disagree Severs concept. If YES, how so you think an individual goal differs from the goals in the mission, vision, goals, values section of your company? Would you change the way your companies goals were presented at all? If NO, why not?
Daniel Pink has an interesting theory about motivation that rejects the traditional perception of extrinsic rewards if there is a divergent thinking involved. Evidence of this is shown in his candlestick problem. Instead, Pink claims that motivation is driven for autonomy, purpose, and mastery. For those who haven't read his book drive, or would like to brush up on the content, I have attached a link to a ted talk of him on motivation. He's a really good speaker, and listening to him helped me gain a better understanding.
The following youtube video has been created by Sir Ken Robinson who advocates changing education paradigms to improve motivation.
He claims that our current school system is to standardized and that in turn stunts students motivation. Two quick points he made that I would like to point out is that we are trying to motivate our kids more and more through medication (adderall, ritalin, etc.) This factory made motivation turns what should be aesthetic learning into anaesthetic learning. This defeats the whole purpose of divergent learning. Robinson also claims that schools are too standardized and that in turn stifles divergent learning form occurring. Our educational system is to factory based, where students are grouped by age which is not a very good indicator of learning ability. Everyone is taught the same thing and there is normally only one correct answer. He claims that the key to motivate learners is to allow them to think divergently and break away from the standardized norms of education.
I came across one last video that is very short but provides an interesting concept that I found to be true in my specific case. Derek Severs claims that if you keep goals to yourself, you are more likely to achieve them. Conversely, if you tell your friends your goals, they are less likely to happen. At first this concept sounds like bologna but after thinking back on it, I found that when I told my friends about different short term goals I was trying to achieve, I normally didn't end up achieving them. Take a look at this video so that you can discuss your opinion on it in the critical thinking section below:
He claims that our current school system is to standardized and that in turn stunts students motivation. Two quick points he made that I would like to point out is that we are trying to motivate our kids more and more through medication (adderall, ritalin, etc.) This factory made motivation turns what should be aesthetic learning into anaesthetic learning. This defeats the whole purpose of divergent learning. Robinson also claims that schools are too standardized and that in turn stifles divergent learning form occurring. Our educational system is to factory based, where students are grouped by age which is not a very good indicator of learning ability. Everyone is taught the same thing and there is normally only one correct answer. He claims that the key to motivate learners is to allow them to think divergently and break away from the standardized norms of education.
Critical Thinking:
I have provided you with a couple different "left-field" theories so to speak that have research studies backing each of them up to a point. I have come up with a couple questions below that are based on the blog posting and are geared to help establish your perception feeling on each one.
1. Give an example of how you could incorporate a candlestick type problem into learning, and then explain if you think just having a problem like that in place is enough to motivate and engage the learners, or if you think there is a lot more to it.
2. Do you think the structure and standardization of todays school system has a big impact on motivation. What changes can you think of to improve this?
3. Do you agree or disagree Severs concept. If YES, how so you think an individual goal differs from the goals in the mission, vision, goals, values section of your company? Would you change the way your companies goals were presented at all? If NO, why not?
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