final presentation phase 6 george mason university may 14, 2003
TRANSCRIPT
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Final Presentation
Phase 6George Mason University
May 14, 2003
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VisionOur vision is to foster a collaborative environment in which all team members can grow and develop their knowledge and understanding of instructional technology and design.
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• Phases 1-3 (Fall 2000 – Fall 2001): Analysis and early designs
• Phase 4 (Spring 2002): Developed a (mostly) functional prototype
• Phase 5-6 (Fall 2002 – Spring 2003): Tested, redesigned, and revised for launch
T/TAC Online Phases
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“Learning instructional design by doing instructional design”
Informed Exploration
Enactment
Evaluation
Dissemination
Performance Analysis
Survey Literature
Develop Role Models
Research Design
Develop Prototype
Usability Testing
Data Analysis
Revise/Refine
Limited Diffusion
Evaluate Results
Adaptations
Year Old Model
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Informed Exploration
Enactment
Evaluation
Dissemination
Performance Analysis
Survey Literature
Develop Role Models
Research Design
Develop Prototype
Usability Testing
Data Analysis
Revise/Refine
Limited Diffusion
Evaluate Results
Adaptations
Fall Semester
Spring Semester
“Learning instructional design by doing instructional design”
Year Old Model 2
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ILD FrameworkILD FrameworkILD FrameworkILD FrameworkILD Framework
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Informed Exploration
Enactment
Evaluation
Dissemination
Our Model
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Informed Exploration
Enactment
Evaluation
Dissemination
Fall Semester
Performance Analysis
Usability Testing I
Phase 5 Goals
Design Process
Performance Analysis
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Informed Exploration
Enactment
Evaluation
Dissemination
Fall Semester
Performance Analysis
Usability Testing I
Phase 5 Goals
Design Process
Usability Test
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Usability Testing I
Phase 4 Prototype
Phase 4 Prototype
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Usability Testing I Video
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Informed Exploration
Enactment
Evaluation
Dissemination
Fall Semester
Performance Analysis
Usability Testing I
Phase 5 Goals
Design Process
Phase 5 Goals
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508 Compliance
• Ease of Navigation
• User-friendly Webshops
• Content Management
• Assistive Technology Content
• Browser Compatibility
Phase 5 Goals
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Informed Exploration
Enactment
Evaluation
Dissemination
Fall Semester
Performance Analysis
Usability Testing I
Phase 5 Goals
Design Process
Design Process
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Design Process
Teacher chooses to enter the T/TAC Online website to use as a resource.
User enters profile data in appropriate area.
Approval of data.
Teacher makes use of T/TAC resources.
User prompt/Login page with general information (login information: location and state).
System exhibits entered profile data.
System gathers information about user and archives information throughout the session.
Indicates successful activation and makes resources available.
User SystemUse Cases
Content Models
Site Diagram
Flow Chart
Wire Frames
Story Boards
Use Cases
Content Models
Site Diagram
Flow Chart
Wire Frames
Story Boards
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Design Process
Use Cases
Content Models
Site Diagram
Flow Chart
Wire Frames
Story Boards
Use Cases
Content Models
Site Diagram
Flow Chart
Wire Frames
Story Boards
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Design Process
Use Cases
Content Models
Site Diagram
Flow Chart
Wire Frames
Story Boards
Use Cases
Content Models
Site Diagram
Flow Chart
Wire Frames
Story Boards
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Design Process
Use Cases
Content Models
Site Diagram
Flow Chart
Wire Frames
Story Boards
Use Cases
Content Models
Site Diagram
Flow Chart
Wire Frames
Story Boards
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Design Process
Use Cases
Content Models
Site Diagram
Flow Chart
Wire Frames
Story Boards
Use Cases
Content Models
Site Diagram
Flow Chart
Wire Frames
Story Boards
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Design Process
Use Cases
Content Models
Site Diagram
Flow Chart
Wire Frames
Story Boards
Use Cases
Content Models
Site Diagram
Flow Chart
Wire Frames
Story Boards
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Rob’s Paper
• Rob’s Paper• Understand Your USER!!!• Our users are adults…• How adults learn has been an area
of interest for me…• How adults learn online?
• Malcolm Knowles (1913-1997)•Prominent professor and
promoter of adult education•"Father of Adult Learning.“
• Knowles used the term andragogy•Identify and label instructional
theory dealing with needs of adult learners
Adult Education Adult Education for the 21for the 21stst
CenturyCentury
Adult Education Adult Education for the 21for the 21stst
CenturyCentury
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Rob’s Paper
• Adult Learning Motivation•Social relationships•External expectations•Social welfare in the community•Personal advancement•Intellectual stimulation•Cognitive interest
Adult Education Adult Education for the 21for the 21stst
CenturyCentury
Adult Education Adult Education for the 21for the 21stst
CenturyCentury
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Rob’s Paper
• Adult Learners are Self-Directed•Autonomous learners•Life experiences and knowledge•Learning oriented to
developmental tasks of their social roles
•Immediate application of knowledge
Adult Education Adult Education for the 21for the 21stst
CenturyCentury
Adult Education Adult Education for the 21for the 21stst
CenturyCentury
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Rob’s Paper
• Instructional Support•Modeling•Coaching•Scaffolding
• Setting environmental context
Adult Education Adult Education for the 21for the 21stst
CenturyCentury
Adult Education Adult Education for the 21for the 21stst
CenturyCentury
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Rob’s Paper
• Final Thoughts•Meta-cognitive skills•Heutagogy, step beyond
andragogy• self-determined learning
Adult Education Adult Education for the 21for the 21stst
CenturyCentury
Adult Education Adult Education for the 21for the 21stst
CenturyCentury
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Goals
Evaluation Plan
Buzz/Dissemination
Usability IIExperts
Informed Exploration
Enactment
Evaluation
Dissemination
Spring Semester
Revisions
Phase 6 Goals
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Phase 6 Goals1. Implement an incremental plan to meet prioritized
goals for Section 508 compliance in preparation for launch.
2. Prepare for and conduct usability testing to identify areas for continued improvement.
3. Establish and conduct formative and summative evaluation of T/TAC Online.
4. Foster relations with T/TAC Regional Staff and other stakeholders by preparing them to add content and to use the site
5. Revise T/TAC Online based on data from usability testing to prepare for launch.
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Revisions
Goals
Evaluation Plan
Buzz/Dissemination
Usability IIExperts
Informed Exploration
Enactment
Evaluation
Dissemination
Spring Semester
Evaluation PlanGoal 3: Establish and conduct formative and summative evaluation of T/TAC Online.
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Evaluation Plan
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Goals
Evaluation Plan
Buzz/Dissemination
Usability IIExperts
Revisions
Informed Exploration
Enactment
Evaluation
Dissemination
Spring Semester
Buzz/DisseminationT/TAC Directors’ training in Richmond, March 20
Innovations, April 30
Goal 4: Foster relations with T/TAC Regional Staff and other stakeholders by preparing them to add content and to use the site
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T/TAC Directors’ Meeting in Richmond
• Introduced the site
• Trained users to input Events, Resources, Success Stories and Webshops
• Converted PowerPoints to Webshops
• Discussion and survey
T/TAC Regional Directors and Virginia Department of Education Stakeholders
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T/TAC Directors’ Meeting in Richmond
T/TAC Online is easy to use.
Strongly Agree69%
Agree31%
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I need technical assistance to use T/ TAC Online.
012345678
StronglyDisagree
Disagree No Opinion Agree StronglyAgree
T/TAC Directors’ Meeting in Richmond
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T/TAC Online Flyer
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Introduction to T/TAC Online Video
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Innovations Contest
• Web-based platform
• Vehicle for content specialist to provide e-Learning and resources
• User-friendly design
• Working towards Section 508 compliance
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Innovations Materials
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Claudette’s Paper
• A review of the related research & articles.
• A look at multiple definitions existing
• Broadbent
• Dabbagh & Bannan-Ritland (in progress)
• Rosenberg
• Clarke and Mayer
e-Learning e-Learning e-Learning e-Learning
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Claudette’s Paper
• Commonality among the experts “digital” and “promote learning.”
• Benefits
• Pitfalls
• Future of e-Learning
e-Learning e-Learning e-Learning e-Learning
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Claudette’s Paper
Conclusion
until then…
Blended Learning works best.
e-Learning e-Learning e-Learning e-Learning
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Cindy’s paper
Design• Simple, general, useful, and syntonic -
going from the known to the unknown (Reiber, 2001)
• Reduce cognitive load•Real world look and feel•User-centered, performance
centered
Online Learning Online Learning Environments Environments
Online Learning Online Learning Environments Environments
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Cindy’s paper
Purpose
Develop reasoning, critical thinking, understanding and the use of knowledge, self-regulation and mindful reflection
Online Learning Online Learning Environments Environments
Online Learning Online Learning Environments Environments
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Cindy’s paper
Purpose Reasoning, critical thinking, understanding and use of knowledge
• Manipulation of variables• What happens when I change this
variable?• Connections between the information
learned in the Microworld and student’s current concept of reality
• Incidental learning because the information can be seen from many different angles
Online Learning Online Learning Environments Environments
Online Learning Online Learning Environments Environments
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Cindy’s paper
Purpose Self-regulation and Mindful reflection •Student chooses goals and has
several non-linear knowledge paths to follow
•Group chat rooms•Journaling
Online Learning Online Learning Environments Environments
Online Learning Online Learning Environments Environments
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Usability 2Goals
Evaluation Plan
Buzz/Dissemination
Usability IIExperts
Informed Exploration
Enactment
Evaluation
Dissemination
Spring Semester
Revisions
Login
Accessing Information
Information Sharing
Goal 2: Prepare for and conduct usability testing to identify areas for continued improvement.
Goal 5: Revise T/TAC Online based on data from usability testing to prepare for launch.
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Login
Phase 4 Prototype
Phase 4 Prototype
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Login
Had difficulty with thelogin.
Had no difficulty with thelogin.
Usability I
Login Results
Usability II
Login
Had difficulty with thelogin.
Had no difficulty with thelogin.
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Accessing Information
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Accessing Information
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Accessing Information Results
4
3
0
1
2
3
4
5
StronglyDisagree
Disagree No Opinion Agree Strongly Agree
It is easy to find what I am looking for on T/TAC Online.
Usability I
Usability II
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0
1
2
3
4
5
StronglyDisagree
Disagree No Opinion Agree StronglyAgree
Accessing Information Results
3
4
0
1
2
3
4
5
StronglyDisagree
Disagree No Opinion Agree StronglyAgree
I feel comfortable using this Web site to find information when I need it.
Usability I
Usability II
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RevisionsSearch Function
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Revisions
Subcategory List(Disabilities)
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Revisions
Printing
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Information Sharing
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Information Sharing Results
0
1
2
3
4
5
6
7
8
StronglyDisagree
Disagree No Opinion Agree Strongly Agree
I am able to use this site without assistance.
Usability I
Usability II
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Video Staff Member-”I was
never lost”14 secs
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0
1
2
3
4
5
StronglyDisagree
Disagree No Opinion Agree Strongly Agree
Purpose of T/TAC Online
0
1
2
3
4
5
6
7
StronglyDisagree
Disagree No Opinion Agree StronglyAgree
The purpose of T/TAC Online is clear to me.
Usability I
Usability II
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Deana’s Paper
• 2 aspects of e-learning– Usability/accessible– Content
Human Computer Human Computer Interface Design Interface Design Human Computer Human Computer Interface Design Interface Design
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Deana’s Paper
Mayer and Clark’s Principles for designing e-learning:• Multimedia Principle• Contiguity Principle• Modality Principle• Redundancy Principle• Coherence Principle• Personalization Principle
Human Computer Human Computer Interface Design Interface Design Human Computer Human Computer Interface Design Interface Design
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Deana’s Paper
Hicks and Essinger (1991) delineate 3 criteria for human interface design:
• Usability• Functionality• Visual communication & aesthetics
(as cited in Berge and Hedberg, 2002, p.201)
Human Computer Human Computer Interface Design Interface Design Human Computer Human Computer Interface Design Interface Design
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Deana’s Paper
Usability is characterized by the ways people interact with a
system.
Human Computer Human Computer Interface Design Interface Design Human Computer Human Computer Interface Design Interface Design
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Deana’s Paper
Functionality describes the way the system operates within the
boundaries of the technology.
Human Computer Human Computer Interface Design Interface Design Human Computer Human Computer Interface Design Interface Design
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Deana’s Paper
Visual communication and aesthetics present information so that the user can reason about,
easily recall, interact, and communicate with, document,
preserve, and construct knowledge.
Human Computer Human Computer Interface Design Interface Design Human Computer Human Computer Interface Design Interface Design
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Usability ReminderGoals
Evaluation Plan
Buzz/Dissemination
Usability IIExperts
Informed Exploration
Enactment
Evaluation
Dissemination
Spring Semester
Revisions
Goal 2: Prepare for and conduct usability testing to identify areas for continued improvement.
Goal 5: Revise T/TAC Online based on data from usability testing to prepare for launch.
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T/TAC Staff Member—Webshop Creation
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Webshop Creation
Directions
Book Metaphor
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Create Webshop Profile
Webshop Creation
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Create Module Profile
Webshop Creation
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Select a template
Webshop Creation
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Thumbnail and template
Webshop Creation
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Publish a Webshop or Module
Webshop Creation
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Staff Member Video: Webshop for
general info.
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Module 1
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Module 1
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Module 1
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Webshop Creation Results
The book metaphors used on the site were very intuitive.
02468
1012
Stronglydisagree
Disagree No Opinion Agree Strongly Agree
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Revisions
Goals
Evaluation Plan
Buzz/Dissemination
Usability IIExperts
Informed Exploration
Enactment
Evaluation
Dissemination
Spring Semester
508 PlanGoal 1: Implement an incremental plan to meet prioritized goals for Section 508 compliance in preparation for launch.
Goal 5: Revise T/TAC Online based on data from usability testing to prepare for launch.
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Lucinda’s Paper
• Need: 15% - 30% of the population have
functional disabilitiesIncreased mobility = increased
situational limitations
Accessibility Accessibility &&
DesignDesignAccessibility Accessibility &&
DesignDesign
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Lucinda’s Paper
• AnalysisUser-centered DesignUniversal Design
• Design & DevelopmentUsability vs. AccessibilityPrioritization ApproachFunctional Approach
Accessibility Accessibility &&
DesignDesignAccessibility Accessibility &&
DesignDesign
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Lucinda’s Paper
• Evaluation Thorough vs. Cursory ApproachUsability
• ConclusionIncorporation of accessibility into the
design process
Accessibility Accessibility &&
DesignDesignAccessibility Accessibility &&
DesignDesign
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Revisions
Goals
Evaluation Plan
Buzz/Dissemination
Usability IIExperts
Informed Exploration
Enactment
Evaluation
Dissemination
Spring Semester
508 PlanGoal 1: Implement an incremental plan to meet prioritized goals for Section 508 compliance in preparation for launch.
Goal 5: Revise T/TAC Online based on data from usability testing to prepare for launch.
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Section 508: Images
• Alt tags• Long descriptions• Text alternatives
to image maps
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Section 508: Navigation
• Skip navigation
• Tabbing• Headers• Links
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Section 508: Design
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Section 508: Forms
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Webshop Accessibility: Templates
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Webshop Accessibility: PowerPoint
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Pedagogical Reengineering
Instructor Led Training
e-Learning
If you currently. . .
You might try. . .
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Pedagogical Reengineering
Gagnè’s Nine Events
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Trista’s PaperPedagogical Pedagogical Reengineering: A Case Reengineering: A Case
StudyStudy
Pedagogical Pedagogical Reengineering: A Case Reengineering: A Case
StudyStudy
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Goals
Evaluation Plan
Buzz/Dissemination
Usability IIExperts
Revisions
Informed Exploration
Enactment
Evaluation
Dissemination
Spring Semester
Final Dissemination
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Dissemination Timeline
Initial Contact
with Regional
T/TACs
Internal Launch
—AT T/TAC Staff
AT
Content
Uploaded Teacher
Access to
Site
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Future Steps
• Refinements• Continued work on 508 Compliance• Develop Community Forum area• Further testing and evaluation• Analyze impact on T/TAC community
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Cindy’s paper
• Shawn’s Project• Focus on creating an online
Instructional Design Community• Users are mentors and learners• Real situated and problem based
learning
http://itdev.gmu.edu/miller/IDCoP/index.html
An Online An Online Community of Community of
PracticePractice
An Online An Online Community of Community of
PracticePractice
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Informed Exploration
Enactment
Evaluation
Dissemination
Fall Semester
Spring Semester
“Learning instructional design by doing instructional design”
Model
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Vision
Our vision is to foster a collaborative environment in which all team members can grow and develop their knowledge and understanding of instructional technology and design.
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The right people. . .
The right time. . .
The right information. . .
PCD
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PCD2
The right time. . .
The right information. . .
The right people. . .