From Paper to Internet

Summary
The article introduces the concept of moving from a paper prototype to web-based instruction. Servers, browsers, and other basic information is explained to first-time users. Individuals have a two main options for creating web-based instruction, since the Internet was not developed to provide feedback.
Designers can:

• Create a player/plug-in (or buy one)
• Include scripts in HTML
• JavaScript
• Java
• Perl
• PHP

Another consideration that Designers must keep in mind, is whether the instruction will be purely between the Learner-computer or if the computer will merely be a mediator between Learner-instructor. The chapter continues to outline the different formats for delivering information to students. The sharing of basic files (through email, course delivery tools, home-brewed delivery), sharing of hyperlinks (website), instructor-learner interactions (discussion boards, chat), or learner-computer interactions (online tests or quizzes).

Creation of templates and rapid prototyping are discussed. Frick & Boling break down usability testing:

• Find (new) authentic subjects
• Determine authentic tasks
• Consider authentic conditions
• Create a test plan and hold a pilot session
• Conduct the session
• Analyze the results
• Decide if another round of usability testing is needed

Thoughts
The majority of the information presented in chapter 5 & 6, was information that I was already aware of. Some of the issues presented, such as deciding what kind of interactions the designer intends, are important to define. However, I feel that most individuals reading this book should be aware of all of the concepts presented at the beginning of the chapter. The process of usability testing is always helpful to have laid out in a nuts and bolts kind of way.

~Mikah

Resources
Frick & Boling (2002). Effective Web Instruction (Chapters 5 & 6)

e3 Instruction

Summary
e3 (effective, efficient, engaging) is based primarily on a problem-centered, peer-interactive, and technology-enhanced instruction. Two memory processes exist: assoc

Problem-centered refers to instruction that is taught with the specific intent of allowing the learners to solve a real-world problem. Instruction covers all the skills that are required to solve the task. The  overall sequence of problem-centered instruction is to demonstrate a skill and then apply it to a problem. This demonstrate-apply cycle is repeated until learners gain all knowledge required for solution of problems. A sequence of 3+ cycle (demonstration-apply) problems are recommended.

Peer-interactive refers to activities such as: peer sharing, peer demonstration, peer collaboration, peer critique, and peer-telling. Peer-telling is the least effective of the peer-interactive activities. Each activity relates to a First Principle.

• Activation - Peer Sharing
• Demonstration - Peer Demonstration
• Application - Peer Collaboration
• Integration - Peer Critique

A list of assignments was also included for individuals to follow.

1. Description of problem
2. Resources (papers, videos, animations, power point)
3. Worked problem
4. New problem
5. Individual solutions (posted to assigned group)
6. Group collaboration (discussion board)
7. Group solution
8. Group critiques
9. Group collaboration (revision)

Instructor roles were said to consist of 2 main responsibilities

1. Course development - instructor develops a sequence of the previously listed problems for the course
2. Monitor course
• if a member of a group is inadequately participating - admonish
• if a group solution is inadequate - suggest revisions

Thoughts
Merrill provides a very clear description of the concepts presented in this article. The model of First Principles of Instruction which incorporates Problem Centered approach was extremely helpful. Even more helpful is the provided list of activities. I feel this information would be important to give any instructor of an eLearning course.

However, this kind of approach does seem slightly restrictive in some ways. By providing a list of activities, one almost feels that each step should be followed and additional activities/assignments would be inefficient or unproductive. I do not think this outline would be appropriate for every single course. As always, each topic is unique and should be approached as such. I do believe that this creates a nice guideline for instruction, if there is a question on how it should be compiled.

~Mikah

Resources
Merrill, M. D. (2008). What Makes e3 (effective, efficient, engaging) Instruction?

Paper Prototyping 101

Summary
The summary of this reading is going to be a little different from my previous summaries because the information is more quick facts than explanations.

Prototyping Toolkit

• White poster board 11x14
• Blank paper
• Unlined index cards
• Markers/pens
• Highlighter
• Scissors
• Transparency
• Tape
• Restickable glue
• Removable tape
• White-out

Don't Use

• Sticky notes
• Flip chart paper
• Ruler
• Fine-tip pencils/pens
• Laminator

Elements of the Prototype in action!

• Background - represents the computer screen (draw controls that would appear on every screen)
• software application backgrounds
• browser backgrounds
• include common buttons: Back, Forward, Home, Print, & Search
• omit: Stop & Reload
• small-screen interfaces
• size may or may not be important depending on what you plan to learn from the prototyping session
• Widgets - the screens placed on top of the background
• Buttons & checkboxes - Removable tape placed on the item represents that the user has "clicked" it
• Tabbed dialog boxes - Use a stack of notecards with tabs! Shuffle the cards depending on which tab is "clicked"
• Text fields - Users can write on removable tape
• Drop-down lists - Write the drop-down selections on a separate piece of paper and display it at the appropriate time
• Selection bar/highlight - Use a piece of transparency paper over the "highlighted" selection
• Expandable dialog boxes - Cover expandable options with a piece of paper and remove when it is selected
• Expandable lists - Cut the lists into pieces and shuffle them around, adding the expanded options, when selected
• Disabled controls - highlight with a gray transparency
• Cursors - The user's finger will be the cursor. If the cursor changes based on the action, include a picture of the cursor as a cue for that action.

The user's choices can be represented by highlighting them with transparency along the way. This creates a sequential visual representation tha tall can follow. Hand drawing is preferred, but screen shots may be used when necessary. The chapter goes on to explain simulating interactions such as tooltips/mouseovers, rollover/pop-up menus, beeps, drag & drop, right mouse menus, sliders, animation, links, and scrolling. Overall, the use of common sense and simplicity wins out. Highlighting sections, having the "computer" mimic any sounds, and verbal explanations are typically sufficient in most scenarios. Hardware proprs such as tape backup system, portable MP3, and touch screen control panels are discussed as well. Keyboards are typically not used for paper prototyping. The user will write or draw items on transparencies or paper for keyboard interactions.

"Incredibly Intelligent Help" is when an individual is designated the task of being the "help" section. Any questions the user may have will be directed to this person. The "Incredibly Intelligent Help" will answers questions tersely and must be prompted for more information.

Wizard of Oz Testing is using an actual computer during the paper prototyping when needed, either for graphics or tables, ect.

Thoughts
Where Frick & Boling (2011) focused on the need and process of using a paper prototype, Snyder focused on the down-and-dirty creation of a paper prototype. I appreciated his list of materials to use and not to use, along with the explanation of each. I feel this list may have saved me time when I begin creating my own, because he has already provided the footwork of testing the supplies. I would have initially thought that post-it notes would work very well. However, I can understand that they begin to pop-up, rather than lay flat, after moving them too many times. I also would not have known about restickable glue!

While I feel I would have figured out how to mimick all of the computer interactions with a little thought, the lists of common items and how he represents them was also very helpful. I may do a few things differently in my own presentation, but it is always good to have a starting point. The concept of "Incredibly Intellligent Help" never would have occured to me. In fact, I had not even considered the need for any Help sections. This approach would allow me to analyze if a Help section should be included or not. If the user has questions they can be directed to the "help" and documented. This would allow me to include only relevant information in a Help section.

I must admit that I am beginning to get excited about creating a paper prototype. I am interested to see how mine will turn out and if the techniques I am learning will play out smoothly in action!

~Mikah

Reference
Snyder (2003) Paper Prototyping: Making a Paper Prototype

Prototype Fun!

Chapter 3 & 4 of Frick and Boling's Effective Web Instruction focused on preparing, testing, and assessing a paper prototype. As Frick and Boling state, "Your prototype is an approximation of what the instruction might eventually be, and it should contain enough of the essential elements that it will allow students a chance to learn" (p. 19).

Four distinct cases are discussed when determining effectiveness of instruction in mastery vs. nonmastery using pretests and posttests.

1. Student Nonmastery = Student Mastery
2. Student Nonmastery = Student Nonmastery
3. Student Mastery = Student Mastery
4. Student Mastery = Student Nonmastery

As you can see in case 2 and  3, the instruction failed to influence the students. In case 3, the student has already achieved mastery of the subject, thus instruction was unneeded. In case 4, the instruction can be viewed as failed, since it resulted in a student who had demonstrated mastery in the pretest falling to nonmastery at the posttest. The ideal situation is case 1, where a student displayed nonmastery at the pretest and mastery at the posttest.

After discussing the pretests and posttests, compiling of the prototype is discussed. The general consent is that enough information should be provided to effectively test usability. Additionally, several "strands" will be included, specifically the the strand that delves the deepest. Using codes to represent links, and including these codes on tabs within the paper prototype is also discussed.

The actual testing of the paper prototype relies on the evaluator, to provide the volunteer with the paper prototype. The evaluator will document the volunteer's paths, comments while working, and attitude toward the prototype. A pilot session is strongly encourages, to work out the kinks of the entire process. Evaluators should be aware of techniques regarding noncommittal responses, prompting, and probing. These techniques commonly prove beneficial when gathering information during the prototype testing phase. After the testing phase is complete, the evaluator will go through 5 steps.

1. Assemble Data
2. Identify Patterns
3. Define Problems
4. Diagnose Design Problems
5. Prioritize Revisions.

Typically, information would be compiled in tables and other such formats for ease of comparison. Once the data is compiled, patterns will begin to emerge. The evaluator will identify these patterns as problems in the instructional material. Once all problems are defined, the evaluator then progresses to diagnosing the specific design problem and identifies solutions. Frick and Boling note that the revisions should result in "improved effectiveness of instruction, greater learner satisfaction with the instruction, and better usability of the product" (p. 73).

Thoughts
Prior to this reading, I was extremely critical of a paper prototype. How effective can an out-of-context website be? In my view it is like a book that has been adapted to a screen production, there is always information left out. However, after reading these chapters, I began to understand the benefits of a paper prototype. Common user difficulties and other instructional errors may be noticed before continuing to the actual design phase of the website. A paper prototype may save a lot of time and effort when properly used.

Using a notebook or 3 ring binder to create your rough draft seems feasible and realistic. I am still reserved in the idea that a paper prototype would be needed to discover linking errors and such. I think the actual links and other items should be followed on the computer and tested at great length, but I'm also paranoid about dead-end links. The information I gathered through this reading will be put to use for our paper prototype. The use that I saw for the paper prototype that most directly impacts me is simply for the planning stage of a website. It would be beneficial to have a visual layout and corresponding information for a site before I begin developing it. I am an individual who typically writes a paper before my outline, so I typically develop a mock-up for my own visualization rather than try to break it down into pieces. I suppose I am a "big picture" person.

~Mikah

Resources
Frick & Boling (2011). Effective web instruction: Handbook for an inquiry-based process. Indiana University.

Effective Web Instruction

Frick and Boling (2011) claim that the first step for developing instructional goals is to meet with the stakeholders. Before you can meet with the stakeholders, they must be defined. All stakeholders provide a unique view of the instructional goals. Obscure stakeholders may be just as important as those that are prominent in the process. However, in the end, the designer and your immediate supervisor need to be confident and satisfied.

Once the designer begins actually forming the instructional goals, indicators must be established. Indicators should be measurable and well defined. The learner analysis is an important part of the design process. The question Frick & Boling pose is, "What are relevant characteristics of students that will help determine what instruction may be needed in order to reach the goals?" By completing a learner analysis, the designer will learn what additional instruction may be needed in order for all learners to achieve the desired goal. Context analysis is assessing the instructional environment and determining if any factors should be modified.

Thoughts
This handbook is written in a very helpful way. The terminology and approach to the handbook is helpful for a designer working through the instructional design process. It allows the learner and context analysis to be put into a real-world situation. The way the stakeholders were identified was a very important aspect that is frequently overlooked when creating instructional objectives. (Note: instructional goals = objectives & indicators = behaviors). I look forward to the completion of this handbook. I think it will be beneficial in the way the processes I have come to learn through my classes are combined with real world situations.

Resources
Frick & Boling (2011). Effective web instruction: Handbook for an inquiry-based process. Indiana University.

Mager's Instructional Objectives

I have previously read the 3rd edition of Mager's Preparing Instruction Objectives for R521. I found the reading engaging and amusing. While there are many times it can be tedious to complete reading for class, this was one time that I happily read the entire book! I greatly enjoyed his wit and the way he let the reader skip ahead if they understood the concept. (Who doesn't enjoy being rewarded for understanding a concept?!) But onto the summary and critique...

Summary
"Instruction is effective to the degree that it succeeds in:

• changing students
• in desired directions
• and not in undesired directions" (p. 1).

In the very first sentence, a very unique expression of a sentence, Mager pierces the heart of his entire book. Objectives are meant to express the desired change in the learner's actions or knowledge that the instruction has triggered. A needs assessment occurs by the instructor determining (1) the students does not already possess the knowledge the instruction intends to impart and (2) instruction is the best way to impart said knowledge.

Objectives are: related to outcomes (not processes), specific and measurable, concerned with the learner (not the instructor). Objectives must be related to outcomes rather than processes. An outcome is an action the learner perform to demonstrate that the knowledge has been acquired.  A process is the formation of an attitude or principle that is not measurable. Objectives should be specific and measurable... so that we can measure the specific intended result of the instruction. In this instance, instructors should focus on overt behaviors and avoid the covert. Makes sense, eh? Lastly, objectives should be concerned with the learner and not the instructor. Objectives are for the learner, so that they know what is expected of them. Learners don't care what the teacher hopes to be able to achieve.

Objectives sometimes require a condition. Conditions specify the environment or tools the learner will or will not possess while performing the designated overt behavior. A degree refers to the acceptable performance, as denoted by the instructor for mastery of the objective.

Thoughts
As I previously stated, I thoroughly enjoyed reading Mager. I was an individual who formerly did not pay attention to objectives. I would read through a syllabus and completely skip the objectives section. I did not understand them and did not know how exactly they applied to me. If a learner is aware of the objectives, their participation may change because they know exactly what the intended outcomes of the course are. Overall, I found the reading helpful in determining if an objective is measurable or useless.

~Mikah

Resources
Mager, R.F. (1997). Preparing instructional objectives: A critical tool in the development of effective instruction.

Entrepreneur

URL: http://payson.tulane.edu/courses/ltl/projects/entrepreneur/main.swf

Rating: 5 Stars - 4 Gold & 1 Silver

The website provides courses over business. The courses cover "Product Business", "Service Business", "Retail Business", "Restaurant Business", and "Your Own Business". Each tab or course provided a real-world example to help facilitate learning. For the purpose of this critique, I will focus on the "Product Business" tutorial and Veasna's Pig Farm. Veasna's Pig Farm was used as a way to explain the process Entrepreneurs should take to start a business.

• Is the course presented in the context of real world problems?
• bronze - the course presents a view of the completion of a module resulting in the learner's ability to perform a task
• silver - students are engaged in the problem and task levels as well as the operation and action levels
• gold - students complete multiple problems rather than just 1

1 Star - Gold
The Product Business instruction was presented in the context of real world problems as they relate to Veasna's Pig Farm. As the learner works their way through each of Veasna's steps, they unknowingly are learning the steps a good Entrepreneur takes. The objectives for each segment was clearly stated in the steps.

1. Identify the Problem
2. Define the Idea
3. Identify Resources
4. Acquire Resources
5. Start Your Business
6. Manage Business

• Does the courseware attempt to activate relevant prior knowledge or experience? (Activation)
  • bronze - students use prior knowledge as a basis to build in the new learning
  • silver - the course facilitates students in building relevant experience to build knowledge upon
  • gold - students are given opportunities to utilize prior experience and knowledge of subjects

1 Star - Gold
The course facilitates building relevant experience by opening with Veasna's Pig Farm. By establishing this story, the course is then allowed to build upon the overall knowledge as well as provide a break-down of the steps. The topic of entrepreneur implies that the learner may not have any previous knowledge, thus Veasna's story is that much more important.

• Does the courseware demonstrate (show examples) of what is to be learned rather than merely tell information about what is to be learned? (Demonstration)
  • bronze - the course maintains consistency between the demonstrations being utilized and the skills being developed
  • silver - learner guidance techniques are being applied
  • gold - media is both used to enhance learning and relevant to coursework

1 Star - Gold
The course provides examples of Veasna's Business Plan was presented and critiqued. Veasna's story is used throughout the course, providing consistency in the learning. The audio and visual media are successfully used to enhance the course.

• Do learners have an opportunity to practice and apply their newly acquired knowledge or skill? (Application)
  • bronze - practice and tests are consistent with stated objectives
  • silver - learners are required to complete varied sequences of problems and are provided constructive feedback
  • gold - students are able to access help and guidance from instructors if faced with problems, and this safety net is gradually reduced through the progression of the course

1 Star - Gold
Application of the learned materials are available within the course. The learner is allowed to explore sections by selecting on certain words. After selecting a work, an explanation is provided. After completion of a section, a comment is provided to give positive feedback for completion.

• Does the courseware provide techniques that encourage leaner's to integrate (transfer) the new knowledge or skill into their everyday life? (Integration)
  • bronze - students are able to publicly demonstrate gained knowledge
  • silver - students are provided opportunities to discuss and defend their new knowledge
  • gold - students are provided opportunities to use their new knowledge to invent, create, and learn

1 Star - Silver
Integration is built into all courses, but also relies on the learner's motivation for starting a business. The learner is provided opportunities throughout the course to answer questions. Most of the actual responses were contained under the "Your Own Business" tab. Learners are not provided an opportunity to discuss and defend their knowledge or to invent or create. Learners are able to invent, create, and discuss in the real-world setting if they choose to become an entrepreneur.

References
Merrill, M.D. (2001). 5 star instructional design rating. Utah State University.
Product Business. http://payson.tulane.edu/courses/ltl/projects/entrepreneur/main.swf

Prezi Rating

Prezi Tutorials
URL: http://prezi.com/learn/
Rating: 5 Stars - 4 Gold & 1 Bronze

Prezi provides three tutorials on their learning page. These tutorials are "Getting Started," "Go to the Next Level," and "Share your Prezi."

• Is the course presented in the context of real world problems?
• bronze - the course presents a view of the completion of a module resulting in the learner's ability to perform a task
• silver - students are engaged in the problem and task levels as well as the operation and action levels
• gold - students complete multiple problems rather than just 1

1 Star - Gold
The Prezi learning tutorials are presented in the context of real world problems as they relate to creating a Prezi. The objectives for each of the three tutorials is clearly stated in terms of what knowledge you will possess, resulting in what activity you will be able to do (group, zoom, etc.). The learner engagement in the problem and task levels occurs in the more advanced tutorials. Three different tutorials are available, each of which covers more than one problem involved in creating a Prezi.

• Does the courseware attempt to activate relevant prior knowledge or experience? (Activation)
• bronze - students use prior knowledge as a basis to build in the new learning
• silver - the course facilitates students in building relevant experience to build knowledge upon
• gold - students are given opportunities to utilize prior experience and knowledge of subjects

1 Star - Gold
The tutorials focus on creating a Prezi while assuming learners will utilize prior knowledge of PowerPoints as well as computer skills. The tutorials provide information that learners will be able to build upon later during the creation of the Prezi. The tutorials provide learners with a picture of the program limitations in reference to other presentation formats, allowing learners to use their own experience in understanding.

• Does the courseware demonstrate (show examples) of what is to be learned rather than merely tell information about what is to be learned? (Demonstration)
  • bronze - the course maintains consistency between the demonstrations being utilized and the skills being developed
  • silver - learner guidance techniques are being applied
  • gold - media is both used to enhance learning and relevant to coursework

1 Star - Gold
The tutorials focus is on demonstrating the actions typically taken when creating a Prezi. Demonstrations are relevant and provide a means for learners future application of skills. Demonstrations allows provide all skills needed for successful creation of a Prezi.

• Do learners have an opportunity to practice and apply their newly acquired knowledge or skill? (Application)
  • bronze - practice and tests are consistent with stated objectives
  • silver - learners are required to complete varied sequences of problems and are provided constructive feedback
  • gold - students are able to access help and guidance from instructors if faced with problems, and this safety net is gradually reduced through the progression of the course

1 Star - Bronze
Application does not occur in either of the three tutorials. I can understand why no application occurs, since this is an overall learning tool for the Prezi site. The tutorials assume that the learner will apply their knowledge and skills through create of Prezi presentations. However, no constructive feedback is given and little access to instructors is available.

• Does the courseware provide techniques that encourage leaner's to integrate (transfer) the new knowledge or skill into their everyday life? (Integration)
• bronze - students are able to publicly demonstrate gained knowledge
• silver - students are provided opportunities to discuss and defend their new knowledge
• gold - students are provided opportunities to use their new knowledge to invent, create, and learn

1 Star - Gold
Integration is strong in the Prezi tutorials. Learners are able to create and share Prezi presentations online. Learners are able to discuss and defend their Prezi knowledge through the site as well.

ReferencesMerrill, M.D. (2001). 5 star instructional design rating. Utah State University.
Prezi.com (2011). http://prezi.com/learn/.

5 Star Instructional Design Rating

Summary
The 5 Star Instructional Design Rating is broken into 5 core questions or stars that may be posed when reviewing an instructional site. The 5 stars represent the concepts of Problem, Activation, Demonstration, Application, and Integration. Each star is awarded a gold, silver, and bronze. Below I have broken down the ratings in a progressive order of bronze, silver, and gold to signify the attainment of one level and then building upon that to reach the next. These stars are broken down in the following:

• Is the course presented in the context of real world problems? (Problem)
• bronze - the course presents a view of the completion of a module resulting in the learner's ability to perform a task
• silver - students are engaged in the problem and task levels as well as the operation and action levels
• gold - students complete multiple problems rather than just 1
• Does the courseware attempt to activate relevant prior knowledge or experience? (Activation)
• bronze - students use prior knowledge as a basis to build in the new learning
• silver - the course facilitates students in building relevant experience to build knowledge upon
• gold - students are given opportunities to utilize prior experience and knowledge of subjects
• Does the courseware demonstrate (show examples) or what is to be learned rather than merely tell information about what is to be learned? (Demonstration)
• bronze - the course maintains consistency between the demonstrations being utilized and the skills being developed
• silver - learner guidance techniques are being applied
• gold - media is both used to enhance learning and relevant to coursework
• Do learners have an opportunity to practice and apply their newly acquired knowledge or skill? (Application)
• bronze - practice and tests are consistent with stated objectives
• silver - learners are required to complete varied sequences of problems and are provided constructive feedback
• gold - students are able to access help and guidance from instructors if faced with problems, and this safety net is gradually reduced through the progression of the course
• Does the courseware provide techniques that encourage leaner's to integrate (transfer) the new knowledge or skill into their everyday life? (Integration)
• bronze - students are able to publicly demonstrate gained knowledge
• silver - students are provided opportunities to discuss and defend their new knowledge
• gold - students are provided opportunities to use their new knowledge to invent, create, and learn

Thoughts
I think the 5 Star Instructional Design Rating helps in that it takes a step-by-step approach to examining an instructional system. Often times, these factors would be overlooked. The ratings allow even the creators to follow along, while allowing them to take a step back from their own creations in order to examine them impartially. I am unsure if I understand the gold, silver, and bronze ratings correctly. However, the way that I understand them seem to make sense to me! Am I understanding them correctly, or is there a different way to be looking at this? I would appreciate your feedback!

~Mikah

References
Merrill, M.D. (2001). 5 star instructional design rating. Utah State University.

Motivation & SDEL

Summary
Self-directed e-learning (SDEL), used in reference to courses utilizing the Internet that typically lacks instructor and peer involvement. Kim and Frick's review of the literature provided beneficial information regarding the three main categories of motivation. The categories of motivation addressed were: internal, external, and personal. Internal factors followed Keller's ARCS model in regards to attention, relevance, confidence, and satisfaction. Additionally, Clark and Mayer (2003) was noted for their three categories regarding computer-mediated settings (sequencing, pacing, and the availability of learner support). The external factors of motivation revolved around isolation versus community. Using peers as a means for creating a learning community as well as creating a generally appealing environment for students to learn in, were deemed important factors. The section concerning personal factors was conflicted on if an individual learning style has an impact on motivation. Overall, the main components that resulted in successfully promoting motivation circulated around the ability of the learner to pace their own learning while still involving a peer and instructor component.

The study presented by Kim and Frick (2011) focused on SDEL courses, previously defined. Three research questions were proposed. The first question focused on a means of predicting an individuals motivation throughout the duration of an SDEL course. The second question addressed if an increase or decrease of motivation occurs in SDEL courses. The third question focused on what specific factors were involved in motivational changes. The study had a total of 368 respondents to the survey, which was distributed through listservs and by other methods. The survey was comprised of 60 questions, the majority being multiple choice and one final open-ended question.

Kim and Frick (2011) concluded that individuals choose SDEL courses when face-to-face instruction is either inconvenient or impossible. The study also revealed that age contributed to overall motivation in that adult learners were more motivated.

Thoughts
The literature review did not generate surprising information. It seemed to go without stating that those who choose SDEL courses do so because of time constraints or convenience. The surprising finding seemed rooted in the information regarding community building and instructor interactions. Since most of my online experience has been through IU, these things seemed a given. However, as I began reflecting on these factors more deeply, I saw a pattern emerge. While assignments are completed, those courses that have established a strong community provided more motivation and deeper study of issues based on the participants interests and feedback. Along these lines, when considering ARCS model (attention, relevance, confidence, and satisfaction), all factors are increased by an online community's interactions. The attention to the subject is increased because both individual and discussion over the topic occurs. Relevance is increased through the application of the ideas to our every day lives. Confidence and satisfaction seem to go hand-in-hand in that the back and forth dialogue provided allows increased confidence and satisfaction in the work.

Any Thoughts?


References
Kim, K. & Frick, T.W. (2011). Changes in student motivation during online learning. J. educational computing research, 44(1). 1-23.

First Principles of Instruction

Merrill, Barclay, and Schaak (2008) discussed the First Principles of Instruction which include five core factors: task-centered approach, activation principle, demonstration principle, application principle, and integration principle. Merrill et al. noted the similarities between the structure of other models and those of the First Principles of Instruction. Overall, the principles noted tend to be followed without teachers being cognitively aware of doing so. However, there are many cases where one or more principles are absent. I was also impressed by how these principles relate to our course's syllabus!

I particularly found Clark and Mayer's (2003) Principles for Multimedia Learning and e-Learning interesting. It was informative to learn that animation with narration was the most effective method of delivering learning through media. When I read this section, I was reminded of the many YouTube tutorials created with Camtasia or Captivate that provide visual aids as well as a narration of what is taking place on the individual's computer screen. I can understand how this demonstration combined with a real-time narration would be the most effective means of teaching. I will definately be referring to these and other principles mentioned in the future!

Resources
Merrill M. D., Barclay M., van Schaak, A. (2008). Prescriptive Principles for Instructional Design.