Referees

project

Abstract

People who want to have an email account can make use of Yahoo. It is a provider of free email and has an easy interface for sending and receiving email. There are two versions of the interface. In the beginning Yahoo launched Classic Mail, the latest version is called Beta. In its website Yahoo provides tutorials on how to use email, but they show only the Classic interface. The reason for this, Mariska found, is that Beta is so new that tutorials havent been developed yet.

This paper explains the process of designing a tutorial in Flash for learning how to send email using Yahoo! Mail Beta. It begins with the educational preliminary considerations, who will use the tutorial and what learning goals are to be achieved. It continues with principles of Multimedia Learning, how these are made use of in the design and the effect on the learning process each has. The last part covers LORI (Learning Object Review Instrument), how evaluation of the tutorial is made.

PLearningExp Grey Line

Designing learning experiences for middle school science teachers

AbstractDenny Cliff is currently working on a project assigned by Dr. Cynthia Oakes, a professor of science education at a local university. She asked Denny to design a set of instructional directives to help local middle school science teachers deliver instruction in a manner consistent with science reform initiatives.The problem with this ID case is that Denny and Cynthia have a different point of view about learning and teaching. Denny is more familiar with the objectivist approach but Cynthia adheres to the constructivist approach.Another problem is that Denny doesn't know his target audience and hasn't received information about the science teachers. When he worked on previous ID projects, his clients normally provided him with information at the beginning of the project.This paper will discuss the steps that Denny could take.

PProgramming Grey Line

Visualization tools in Processing

In 2009 Wise and Padmanabhan created static diagrams to understand participation and interactivity patterns in Asynchronous Threaded Online Learning Conversations (ATOLCs). The design, which is different from traditional visual diagramming techniques, has both structural and temporal information, but the static visualization still has disadvantages. One case in mind is when they had difficulties to show hours (24 hours) along the y-axis for the conversations that started on Feb 3 and finished on April 10 because they didn't have enough space on one page. They solved this problem by creating 4 time categories (0600, 1200, 1800, 2400) in each day, but in the design each post isnt located on an appropriate place.In her design Mariska tried to overcome problems that are found in the static diagram.One example was locating each post on the right place. She also provided the zoom feature to allow users to have a clearer visualization.

Abstract

This project was about visualizing Online Learning Conversations.

Papers:

diagram1

diagram2

Learning Activity Grey Line

An activity for pre-K students during the Sakamoto Mathematics Competition

AbstractSakamoto is a particular learning method from Japan that was developed in 1980 by Dr. Hideo Sakamoto, an experienced tutor or lecturer. The method is based on line graphs and intended for primary school students to learn worded math problems.In 2003 the Sakamoto Learning Centre Kelapa Gading in Jakarta Utara, Indonesia, held an open mathematics competition for elementary students. It invited pre-K students and aimed to introduce the method and mathematics to the younger learners.Because there was a need for a learning activity, Mariska suggested a multimedia program that can be used in a large group/class and allows all students to participate. The program also requires all teachers to get involved in the teaching.The program included the following topics: * A brief introduction to Sakamoto, its logo, the teachers, mascot and learning centre * A review of different colors and alphabets * Children songs and games * A story of the mascot visiting an amusement park to go see a dolphin performance * Basic mathematics (addition and subtraction)

Documentation:

project

graphics

Feedback:

Teaching staff reported that the children enjoyed the play and even accepted the hidden math.

PFactory

Documenting of processes in a manufacturing setting

AbstractAbby Carlin is an instructional designer currently working on a project seeking the design and delivery of training on the operation of steel blanker machines. When she visited the company wanting to gather information, she found that there wasn't a manual and that the working environment was dark and very noisy. She realized that it was very difficult to observe experienced employees operate the machine. She also couldnt talk with them while they were working in that shop.In this paper Mariska recommends what steps Abby can take to get data for the design of the training material.

EPSS

Designing Electronic Performance Support System (EPSS)

AbstractJason Tillman was hired as an in-house training and performance support with a company that produces animation movies. The company has yet to produce a Return on Investment and is in need of finding solutions to improve its employees' performance.When Jason had a meeting with the manager of the training department, Cynthia, he was given the task to develop an Electronic Performance Support System and conduct training to meet the companys expectations.He began his design by interviewing employees and found that there existed a lack of teamwork. During the developing phase of the movie, only important persons got involved in discussions.In this paper Mariska identified major and minor issues while making suggestion for data that Jason could provide in the intranet.

PLaptop

Evaluating the impact of a K-12 laptop program

AbstractA laptop program has been implemented at Andersen County School District for one year. This program was funded by Mr. Cook, the CEO and owner of a textile company. He decided on his own to buy laptops for students to see whether students can benefit from learning with computers.The program has since been evaluated by Tina Sears, the technology coordinator for the school district. Throughout the school year she recorded the teaching and learning processes in classrooms. She also distributed surveys for teachers, students and parents to respond to.Tina felt confident that this program was successful and reported her evaluation to Mr. Cook. When she read his reply, she was very surprised. Mr. Cook wrote that he was not happy with the evaluation report but would agree to give Tina a second chance. He was willing to continue the laptop pilot program for another school year on condition that a clear improvement be shown on a standard test.In this paper Mariska discusses how Tina should assess the program and include both qualitative and quantitative results in the evaluation report.

Evaluating a federally funded faculty training program

AbstractJackie Adams and her team are working on a federally funded three-year project. This is a program that aims to improve the quality of education in the science and engineering technician department. As instructional designers, Jackie and her team are in charge of developing, delivering, and evaluating faculty preparedness and performance.After working for four months, Jackie got a call from her boss, Ray. He wanted to know how the program had progressed. Listening to Jackie's report, Ray was pleased with the way things shaped up and asked her to plan an evaluation of the three-year program's success. Because she is not experienced in assessing instructional material and doesn't know the workings of the Quality System, Jackie was worried. In this paper Mariska suggests what measures Jackie could take to overcome her fears.

PReflection Grey Line

Reflection of taking the Instructional Design course

AbstractWhen Mariska took the Learning Design course, she was asked to write a reflection at the end of the semester.This writing reflects on her learning and participation while she was in the class. She made notes and got involved in small and large group discussions. With the quotations she took from her posts and notes, she showed that she had helped her classmates think farther and more critically. She also acknowledged that she learned from others and had improved her ID knowledge.