what is needed ...

[Trevor DeVore]

On May 21, 2005, at 10:35 AM, Richard Gaskin wrote:
>
> Could it be the case that their skills are just fine, but what's  
> needed is perhaps a different tool?  One that doesn't require  
> another several more months of specialized training in an otherwise- 
> unrelated field? Why should a history teacher be compelled to also  
> learn programming?

I think this is a very interesting question.  For people on this list  
a simpler interface and more prefab components that only required  
drag and drop might help the history teacher who wanted to put a  
lesson together but wasn't interested in programming.  If only using  
the material in a class room then this might be the best solution.

When it comes to distributing this content to a larger group you have  
the added complexity of building standalones, dealing with different  
operating systems, keeping content updated, etc.  My company creates  
education/training software.  One of our focuses is a modular  
learning system that is used by corporate customers who will have  
little contact with an instructor.  Our focus is on making software  
that empowers any type of teacher to organize their knowledge of a  
subject into a computer based learning system.

When we developed our solution (which continues to evolve) we had a  
number of obstacles that had to be overcome if the system were to be  
successful.  Though our solution is targeted at the corporate market,  
I think the obstacles are similar for a teacher who wants to create  
computer based content for students.  Teachers encounter this  
scenario when involved with distance education or in circumstances  
like Steve mentioned where a student can master content before having  
discussions in class.  These obstacles include:

1) Obtaining a software program to author and view your material.

The authoring component of this software must not require the content  
creator to learn very many (if any) additional skills.  It should  
provide a framework for organizing the learning materials.  Narrowing  
the capabilities of the authoring software is important so as not to  
overwhelm the content creator.  If the content creator is frustrated  
by the authoring software they are less likely to make use of it.

The presentation component should require no additional effort by the  
content creator.  Their only task should be organizing and entering  
content.  Navigation, etc. should be created dynamically by the  
software.  Not only does this remove a burden from the content  
creator but also allows for a consistent interface regardless of who  
authored the content.  This is important for the student.

2) Organizing the concepts into manageable "learning objects" (i.e.  
lessons, concepts, etc.).

A learning object should contain only information relevant to the  
subject of the learning object and should be easy to digest.  We like  
a student to be able to go through a learning object in under 15  
minutes.  The student should be able to capitalize on small amounts  
of time to learn something new.

3) Creating relationship/dependencies between learning objects.

Since learning objects should be short it is important that you can  
link learning objects together.  If the student enters learning  
object E and E requires comprehension of learning object C which in  
turn requires comprehension of learning object A then the software  
should let the student know.  The student should be able to study C  
and A and then pick up right where they left off in E.

4) Writing content for each object.

5) Adding media where applicable to better illustrate a concept or  
aid in mastering the material.

This sometimes requires someone besides the content creator and  
shouldn't be necessary in order to release a product to the intended  
audience.  The software should allow for gradual distribution of the  
content.  Perhaps at first there is only text with a few diagrams.   
Over the following months animations and video can be added to  
reinforce concepts.  It is imperative that media be able to be added  
and refined as students use the material and provide feedback.

6) Initial Distribution of Content

The software system should support distribution over the internet as  
well as physical media.  For materials that are media intensive,  
delivering on CD/DVD-ROM while maintaining point #8 is very important.

7) Making sure this content is easy to update.

If the software used to create the content requires a large team in  
order to assemble everything then chances are that updates will be  
harder to do since more people need to be involved.  The content  
creator should be able to make updates as needed using the authoring  
component and instantly make them available to students.

8) Making sure content that is updated can easily be disseminated.

The software viewer needs to be able to update text and media  
elements.  If content is on the web then this isn't a problem but  
trying to create an effective learning environment in a web browser  
is difficult.  I've never seen one that I liked.


The student also has some obstacles to overcome which need to be  
taken into account when creating computer based training.

1) Learning how the presentation software works, including any  
strengths and limitations.

The amount of time this takes can vary depending on the environment  
(i.e. watching a powerpoint presentation as opposed to learning the  
interface of a custom built learning software package).

2) Searching material.
3) Getting updated content.

You could surely add to these lists but this email is long enough.   
I'm not sure if these issues are even pertinent to what people on  
this list are trying to accomplish so I will stop for now :-)

-- 
Trevor DeVore
Blue Mango Multimedia
trevor at mangomultimedia.com