Assessment Authenticity Confirmation
Name: Melvin Din
ID number:
Course: Educational Design for eLearning:
Graduate Certificate in Applied eLearning
( Paper : Educational Design for E-learning 906- 706-111 ) 2011
Lecturer: Kelly Oriel
Assignment 1: Critiques of e-Learning Resources
Assessment: Assignment 1 ( A , B )
Critique two examples of e-learning resources.
By submitting this document by email/dropbox, I declare that the work submitted for assessment is all my own original work.
Submitted: 8/5/11
Assignment 1: Critiques of e-Learning Resources
Introduction
For critique two examples of e-learning resources.
( w r t educational needs of the 21st century learners )
The first one is an example of an interactive multimedia educational resource.
I have been using the following resource for my classes for some time. .
www.letry.tw.com
It is an educational site with multimedia tools for technology students who want to gain entry level skills in Practical Electronics and Robotics by using hardware in particular. I have some vested interest in the site as I have been using it with my learners. The resource teaches how to build electronic circuits and programme basic robotic cars. The main aim of the site is to create interest in technology education. I also call it “ dusting electronics education”.
The typical user group is 12-15 years old, predominantly boys. Since it also suits electronics hobby enthusiasts and mainstream classrooms as well as G & T learners therefore it also interests 10- 100 years old as well.
Guidance to learners
The resource and accompanied material satisfy Bundura,A ( 1977) requirements.
Robotic challenge on its own is a very good networking support mechanisim available where new learners and older users of the resource can exchange knowledge. People learning from each other ie People Teaching People ie behaviour modelling Attention- Retention- Reproduction- Motivation with incentive and above all behaviour is learned through operant conditions. Small successes all along the way till the final outcome is materialised. Correct response reinforced by reward ( BF Skinner).
The site and the resource material addresses abstract and practical knowledge, technical literacy and reflects at least three learning theories. A very integrated approach is used to develop both theoretical and motor skills.
Having a bilingual option (in English & Chinese) the resource is being used in a very wide geographical area. Another feature of the resource is that it comes with a compact package containing a small booklet and all components for 20 interlinked activities. A set of very handy support material is available for teachers
Chunking & sequencing of information
All material is deliberately divided into bite sized hands-on activities. Rather than making the only one project, learners go through self paced scaffolding progression.
The other feature is a logical set up as a large number of learners respond well to Show- Tell- Involve approach. Learners see a physical circuit first and then work from a given circuit diagram to make a functional circuit that performs according to the criteria set . This immediately provides “wow “ factor feedback to the learner. They become captive and this increases participation, a desire to move onto the next lesson at their own pace.
Presentation of information
New learners start with basic technical vocabulary and develop technological literacy and numeracy as they make progress. Lessons and activities are interconnected and act as building blocks for the main outcome, a working Robotic car for the First Robotic Challenge (FRC ). It helps learners develop a strong knowledge base and encourages a habit of not taking shortcuts. Linking little chunks to make the whole in a modular way has become a technique in system technology.
Most human behavior is learned observationally through modelling: from observing others, one forms an idea of how new behaviors are performed, and on later occasions this coded information serves as a guide for action”. Bundura A ( 1977).
FRC brings in the teamwork brings Bundura calls it people teaching people approach. ( Bundura A : Social learning theory).
Navigational features
Instructional Material and resources for hands on activities comes in three modules.
A 001, A 002, B 001
Module B 001 is for advance learners. I consider it as a suitable resource for differentiated learning experiences for G& T learners.
For the instant motivation and engagement the site has examples, moving pictures and pictures of NZ classroom as well as Hong Kong classrooms. Learners are meaningfully engaged through deep concentration .The approach to have a challenge at the end of the unit creates a culture of self motivation for learners to set meaningful and achievable goals in record time.
The only funny side is boys get tempted and wanting to do the last task as early as possible whereas most girls want to develop a systematic knowledge bank about circuitry. A system could be set up where after achieving a code is given to open the next task.
Things that need to be pointed out only:
1. The instruction manual has some language and grammar issues, but a working knowledge of commands to make a 3D robot do not concern me and one can live with it. In fact I have noticed that ESL learners find it more understandable.
The Mandarin/ Chinese learners may have better grammatical instructions. I can not comment on that aspect.
2 The use of basic three colours appears to link with the product.
It is good that traditional post office box red colour is absent
3. Some symbols for the electronic components are pre 1990. And the circuits are simple for a new learner with basic general science knowledge about circuits.
4. Good thing is that each lesson / session is listed separately. The basic simulation at a slow speed and that makes information to sink in well. The learner can be ready to get visual technical literacy in bite sized chunks.
5 There is no evidence of other advertisement ,that many sites have to have in order to survive, just links to suitable distributors/partners in some select countries.
6 Animation part is to the point as well as engaging to the level of captivating for a younger learner.
7 The copyright has been waved, a great intellectual donation for the sake of education.
8 The developer is very approachable and responds to all emails within a day or
Let us compare the site against the criteria set by
Routh Colvin Clark and Richard Mayer , E-learning and the Science of Instruction, 2nd Ed Pfeiffer page 85
Graphic and text used ... | Yes there is ample mix of the both |
Graphic are for the learning purpose ... | Yes the graphic are part of learning circuits |
Labelled diagrams .. | Yes all diagrams are drawn well and labelled |
Animations are limited ... | Yes the use of animation is there to explain key concepts |
Relational graphic are used ... | Yes and they make good learning experiences |
Video clip ( how to do ) ... | No this attribute is missing and has been suggested But the resource does have some moving images. |
Slow motion graphic .. | Yes I personally like this section for absorbing key concepts |
The graphic are used as lesson interface . | Yes the graphics are integrated and are used to supplement learning |
706 : Assignment 1 Part B
Background information :
Background information :
www.rev-ed.co.uk/picaxe , ( www.picaxe.co.uk )
I have decided to critique on a very innovative teaching resource for this part of my assignment. PICAXE is an emerging technology and it is becoming a popular learning resources in many New Zealand high schools.
PICAXE was developed as a better alternative to the current software and now it is becoming a hybrid software resource among learners in the UK and New Zealand. It is very user friendly and easy to programme simpler microcontroller system. The heart of the technology is based on the same concept used in FLASH memory integrated circuits. It can be programmed erased and downloaded with BASIC aided with flowchart set up, via 3 pin serial port into any computer.
For ICT teachers the attractive feature is solderless hands-on activities and the technical help available through several forums.
The one I use more often is EDTSG. It is Google group of electronics technology teachers in New Zealand.
For ICT teachers the attractive feature is solderless hands-on activities and the technical help available through several forums.
The one I use more often is EDTSG. It is Google group of electronics technology teachers in New Zealand.
Chunking /sequencing Information
Only necessary chunks are listed and that keeps the home page less busy.
For an accelerated learner more challenging projects are available as an extension work, the Cyber pet, Electronic dice. A classroom teacher may become redundant at times or may find time to become an active learner alongside mainstream learners or chose to become a mentor. I feel an urge to squeeze in the famous definition of a teacher by George Bernard Shaw. " I am not a teacher--only a fellow traveller of whom you asked the way, I pointed ahead - ahead of myself as well as of you".
Though on the flip side there are some decile rating issues because many schools in South Auckland may not be able to run a full programme by using this software technology due to availability of suitable computers in the classrooms. Since the resource was aimed at he UK learners, ESL learners may have to do some reading in advance as some crucial instructions are in very long sentences. Laurie Patsalides expects netiquette rules to be followed eg the use of proper language and titles.
For an accelerated learner more challenging projects are available as an extension work, the Cyber pet, Electronic dice. A classroom teacher may become redundant at times or may find time to become an active learner alongside mainstream learners or chose to become a mentor. I feel an urge to squeeze in the famous definition of a teacher by George Bernard Shaw. " I am not a teacher--only a fellow traveller of whom you asked the way, I pointed ahead - ahead of myself as well as of you".
Though on the flip side there are some decile rating issues because many schools in South Auckland may not be able to run a full programme by using this software technology due to availability of suitable computers in the classrooms. Since the resource was aimed at he UK learners, ESL learners may have to do some reading in advance as some crucial instructions are in very long sentences. Laurie Patsalides expects netiquette rules to be followed eg the use of proper language and titles.
Presentation of Information
The graphics are very relevant and colour acoustic reflects the age group of bright and lovely learners. Scrolling is not a problem as al pages are short.
Another upside of the layout is problem solving without raising the anxiety level to the quitting stage.
Labelled diagrams help visual learner to stay on task. There is a supplementary resource called PICAXE TUTORIAL
Information is comprehensive and sequencing is in ascending order in terms of skill building and knowlege bank. Each new lesson is the extension of the previous learning experience
The menu is simple and not crowded with deterrents. Photos of a self driven robot in blue colour stands out as a signposting. Someone may quickly pick up the fact that the choice of colours, blue in royal orange is a settle indication that it is some how a male interest topic.
The drop down menu is little annoying due to overlaps. It would be better to have sliding tabs to overcome this confusion. It would have kept the home page open and there was ample room to do so.
The graphics are very relevant and colour acoustic reflects the age group of bright and lovely learners. Scrolling is not a problem as al pages are short.
Another upside of the layout is problem solving without raising the anxiety level to the quitting stage.
Labelled diagrams help visual learner to stay on task. There is a supplementary resource called PICAXE TUTORIAL
Information is comprehensive and sequencing is in ascending order in terms of skill building and knowlege bank. Each new lesson is the extension of the previous learning experience
The menu is simple and not crowded with deterrents. Photos of a self driven robot in blue colour stands out as a signposting. Someone may quickly pick up the fact that the choice of colours, blue in royal orange is a settle indication that it is some how a male interest topic.
The drop down menu is little annoying due to overlaps. It would be better to have sliding tabs to overcome this confusion. It would have kept the home page open and there was ample room to do so.
All hyper links work and take to the relevant and correct sites.
Other features that a good learning resource, technical site in particular, should have is a provision of question answer support or a forum where like minded users share interesting applications of the resource. PICAXE forum is regularly checked by the technical staff and a direct Email option is very ensuring that the learner ( user) is not left in cold to his/her devices or frustrations. I always find FAQ make any site very helpful as it unjumbles many mysteries before hand.
Other features that a good learning resource, technical site in particular, should have is a provision of question answer support or a forum where like minded users share interesting applications of the resource. PICAXE forum is regularly checked by the technical staff and a direct Email option is very ensuring that the learner ( user) is not left in cold to his/her devices or frustrations. I always find FAQ make any site very helpful as it unjumbles many mysteries before hand.
PICAXE forum brings the sense of belonging , a gathering place of like minded people propelling the new era of learning . According to Preece (2000), the technology configuration for CoPs should provide distinctive technological services to support learning, knowledge sharing and creation, as well as sociability and participation.
Technical aspects ::
The PICAXE system runs on Windows (95, 98, ME, NT, 2000, XP) with a CDROM drive and spare serial port .A fairly standard requirement. A very basic starter pack is first successful step to hop on to the learning horse. A free Programming Editor is a big plus.
All files are in pdf that makes it very easy to open.
Good to see that PICAXE uses Collaboration with similar softwares resources, it actually encourages people to try out PICAXE and diversify their knowledge. In literature it has been called as " Third Party Software". for example YENKA http://www.yenka.com/en/Yenka_PCBs/ a supplimentry learning resource on its own.
This unique collaboration complements the PICAXE resource as YENKA has what PICAXE does not.
We actually need this kind of collaboration to create a knowledge pool. "Services for supporting collaborative learning. Collaborative learning is inherent to CoPs; members learn from each other by making their knowledge explicit, sharing it with their peers, and reflect on it. In a learning context (in the workplace or outside it),many problems have to be collaboratively solved through debates and negotiations"
http://www.elearningpapers.eu/?page=home&vol=5
http://www.elearningpapers.eu/?page=home&vol=5
Navigational and Guidance Aspects:
The resource site is very inviting from the navigational point of view,however the font size 12 would have been better. Length of each page is kept to a minimum by cleverly adding hyperlinks (Webster and Ahuja 2006). A page search window makes the user to stay more focussed on what the site has to offer without getting lost into the cyber space for trivial. However I feel a need of direct hyperlinks and it may be beneficial to many visitors..
Usabilitywww.picaxe.co.uk meets most of the 5 component Criteria of Usability set by Jakob Nielsen, ie learnability, efficiency, memorability, errors and satisfaction.
I notice the readability needs some cosmetic uplift for example increasing the font size to 12 will help many low vision users to see programming and specification text more clearly. Through this alteration the web manager may then be addressing the web accessibility ( Rehabilitation Act 1998 ,section 508).
However the basic learning style makes the resource appealing though the auditory learning style is missing but being compensated with vivid visuals and kinaesthetic styles.
Assessment Tools
Still few feature are missing that makes the resource fall short of becoming an ideal resource. Having said that all the missing features are present in its collaborative 'third party software' and as mentioned above a direct hyperlink can easily rectify this. An taster assessment section would have helped many lurkers to become regular visitors. A self testing question answer option page could make the site useful for the first time visitor though it will be for a surface knowledge ( Corbett and Kearns (n.d).
As Ellaway ( 2007) suggests, more interactive content can be integrated for each topic to connect theory and application, thus making learning more meaningful.
Conclusion
During this assignment I have understood,to some extent, that a successful eLearning resource must be appealing as well as satisfy the needs of the learner as one stop learning station.Constructing an Elearning resource has lot to do with its navigational tools.
References :
Bundura A : Social learning theory , NY, General Learning Press.
Ellaway, R. (2007) Discipline-based designs for learning: The example of professional and vocational education. In Beetham, H., Sharpe, R. (Eds.) (2007) Rethinking Pedagogy for a digital age Designing and delivering e-learning (pp 143-165) Abingdon: Routledge
(n.d.). Retrieved 03 03, 2011, from What's YOUR Learning Style?: http://people.usd.edu/~bwjames/tut/learning-style/
Retrieved from Section 508: http://www.section508.gov/index.cfm?&FuseAction=Content&ID=12
http://www.brighthub.com/education/online-learning/articles/110386.aspx#ixzz1Ku0vp2mD
Retrieved from Section 508: http://www.section508.gov/index.cfm?&FuseAction=Content&ID=12
http://www.brighthub.com/education/online-learning/articles/110386.aspx#ixzz1Ku0vp2mD
(n.d.). Retrieved from Section 508: http://www.section508.gov/index.cfm?&FuseAction=Content&ID=12
Nielsen, J. Designing Web Usability. New Riders Publishing.
Preece, J. (2000). Online communities: Designing usability, supporting sociability, New York: John Wiley & Sons
Routh Colvin Clark and Richard Mayer , E-learning and the Science of Instruction, 2nd Ed Pfeiffer page 85
