NMIMS University, MumbaiJanuary 29, 2011

Gargi Banerjee, Shruti Dere, Kapil Kadam, Sameer Sahasrabudhe, Sahana Murthy

In today’s workshop you will:

• Work in groups, get to know colleagues from other colleges

• Learn theory and practice of instructional design (ID)

• Apply ID principles to develop e-learning content for your class

• Identify physics concepts that would benefit from animation

• Develop Instructional Design Documents (IDDs) for animating

these concepts

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• National Mission on Education through Information and Communication Technologies

• Govt of India – MHRD initiated effort

• Enhance the current enrolment rate in Higher Education from 10% to 15 % by the end of the 11th Plan period

• Project OSCAR is part of this larger project

NMEICT

http://oscar.iitb.ac.in

Form groups

• Write your preferred topics in your domain on the sheet of paper

• Call out for partners!

• Form groups of 3, similar topics

• Name your group

3 min only -- COUNTDOWN STARTS NOW

Think-Group-Share

What do you expect to learn from this Instructional Design Workshop?

• THINK – 2 minutes, write your personal objective

• GROUP – Discuss answers in group, come up with group’s objective

• SHARE – with entire class

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Technology of Education

vs.

Technology in Education(or Technology for education)

What makes an animation good?

When is an animation ineffective ?

You decide …

Long pages filled only with text.User/student treated as passive reader.

Under-designed.

You decide …

Too many focal points, frills.Content distracts from learning.

Over-designed.

What makes an animation effective?

e-learning content is effective when it is based on:

• Sound subject matter content

• Learner-centered pedagogy

• Systematic Instructional Design

• Good visual design principles

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Instructional Designing

• Definition :

Instructional design is the science of creating detailed specifications for the development, implementation, evaluation, and maintenance of situations that facilitate the learning of both large and small units of subject matter at all levels of complexity. [http://www.umich.edu/~ed626/define.html ]

• Steps :

•Analysis

• Design

•Development

•Implementation

• Evaluation

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Need Analysis

• Example

You are running a highly successful course every semester. The college administration invites you to offer the same course as an online Program. Here however the course is not very successful.

• The instructor is the same, the lecture notes are the same. Where is the gap?

• Identifying the gap between current performance of your students and the expected performance.

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• Let’s do another example. What are some of the problems you face while teaching your subject?

• Will visualization (animation/simulation) help bridge this gap?

• If yes, should you do an animation or simulation?

Need Analysis

People say animation is used for..

• Cosmetic•To break the textual monotony!

• Attention gaining•To break the ‘static’ monotony!

• Motivation•To use the motion and interaction to motivate users

• Presentation•To present the concept in a impressive way

• Clarification•To use animation to explain/clarify the concept

What purposes are important for you?

Some thoughts• Computational power of performing calculations, and rendering the visuals for the same

• Movement of the components in the topic

• Trajectory of the of the movement

• Making the invisible visible (atoms, fields...)

How to choose if a conceptshould be animated?

Theory of selecting animation as a medium

Is Trajectory and Movement inherent in the chosen topic?

YES NO

Animation may not be necessary.What is the purpose?

If Yes..Which functiondoes it serve?

If No..

What function is it serving?

Animation may be useful. But

depends on the domain

Cosmetic, Attention,

Motivating...

PresentationClarification

None

Use sparingly Animation is not recommended

Theory of selecting animation as a medium

Is animation inherently tiedto your subject?

If Yes..What subject structure is

Best classification of your topic?

NO

ConceptsProcedures FactsPrinciples/Rules

Skills

Animationmight not be

useful.

• System impacted by simultaneous influences• Change over time• Not visible to naked eyes

Equipment or contextnot readily available

YesAnimation might be

useful in explaining the steps of the procedure

Figure 1 is sufficient

NoAnimation is usefulin communicating

Group activity !Select concept using graph

• Discuss possible concepts in your group

• Debate pros & cons

• Choose one concept

• Tell all of us your chosen concept

Different animations for different goals!

• Who will use it?

• Where will animation be used?

• What do we want the users to learn?

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• Pre-requisites

•Prior Knowledge of topic area

• Motivation to learn

• Socio-economic background

• Educational Levels

Who will use the animations

Learner Analysis

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Where will animations be used

Context Analysis:

• Physical [Face-to-face /Distance education program]

• Technical [ Availability of the technical support]

• Socio-cultural [ norms & values of the learner]

• Constraints [ financial constraint, time or resource constraint]

Same concept, different animations

• http://www.cs.stir.ac.uk/~kjt/software/comms/jasper/SWP3.html

• http://www.site.uottawa.ca/~elsaddik/abedweb/applets/Applets/Sliding_Window/sliding-window/index.html

• http://www.osischool.com/protocol/Tcp/slidingWindow/index.php

• http://www.wetdirt.com/cisco_tranning/data/itm/routed/ip/rdiptcf.htm

• http://www.theitstuff.com/cisco/ccna/learn-tcp-ip-with-beautiful-animation-video/

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Content Analysis

•Chunking 1. Definition of matter1.1 Examples of matter

2. Properties of matter2.1 Experiment to illustrate of Physical Property2.2 Experiment to illustrate Chemical property

• Sequencing

• Discovery Learning

How to sequence and chunk content

What do we want users to learn?

Today’s class Content from syllabus

On completion of the class, the

student will be able to

Outcome expected

Section 2.3 from textbook

Data representation

Write syntax fordefining a floatingpoint variable

float x

Integer, floatingpoint, charactervariables

Describe themeaning of ‘float x’

Reserves one location to store anumber in “floating point” format.

Explain internalrepresentation of afloating pointvariable

Two components of the number are stored in separate compartments.- mantissa, and exponent

From syllabus ….. to learning objectives

Learning objectives

What do you want students to take away from theday’s class?

– What skills, knowledge and attitudes do you want students to develop?

– How will you structure the content of your material?– What resources and strategies will you use in your

instruction?– How will you assess the students’ learning?

Constructing learning objectives

Don’t Instead do Need to be

understand pointers /appreciate objectoriented programming /know data structures /internalize a sense ofconfidence

Formulate using“action” verbs:identify, list, describe, explain, solve, analyze,design, compare

Specific and measurable

Lecture on characterarrays / Arrange fieldtrips

The student will be able to

Concerned withthe learner

Indicates specific measurable performance outcome of learner

How to ensure users see what we want them to see?

Functionality

Reliability

Usability

Proficiency

Creativity

Features of good animationsTeaching/learning perspective

• clear learning objectives

• interactive learning

• constructivist approach

• multiple representations

Group activity!

• Decide the target audience (Learner analysis)

• Where will the animation be used (Context analysis)

• How will you chunk and sequence the content?

• Write the learning objectives

WRITE all your ideas

This is part 1 of the Instructional Design Document!

LUNCH!!!

3 Phases to generate animations

• Concept selection

• Coding

• Concept selection

• Instructional design

• Coding

3 Phases to generate animations

Instructional Design Document

• Part 1 – Analysis – we did in morning

• Part 2 – Design – now

Master layout

• IDD template

What did you learn today?

Content, Skills, Fun ..

Did we meet learning objectives of today’s workshop?

• Work in groups, get to know colleagues from other colleges

• Learn theory and practice of instructional design (ID)

• Apply ID principles to develop e-learning content for your class

• Identify concepts from your domain that would benefit from animation

• Develop Instructional Design Documents (IDDs) for animating these concepts

Many thanks to …

Sridhar Iyer

Malati Baru

C. Vijayalakshmi…

and the entire OSCAR team