Case Study
A is for Analysis
Team Crazed Wombats
Adam Halemano & Kālewa Correa
OTEC 600
Dr. Curtis Ho
Fall 2011
The Scenario
At Southeastern State University, a team of instructional designers were called in to assist with the new direction the university was taking. Up until this past year, at least 90% of its classes were conducted in a face-to-face (f2f) learning environment. Eventually, the university wanted to implement more online classes and for each department to determine which classes should go first in converting to an online environment. The Center on Disability Studies Department was one of the first to undergo the conversion. The university uses Blackboard Collaborate and Laulima as their means for synchronous and asynchronous learning. You are the instructional designer assigned to this department.
Your Team’s Assignment
You are assigned to work with three professors, including Professor Adris, who has always taught her Disability Studies classes f2f and has never taught an online class before. All her f2f classes were three hours long and now needs to shorten them to accommodate all her instructional materials to fit into a shorter period as well as accommodate an online audience, possibly including those with disabilities. Although the professors are familiar with most of Laulima’s features, they have never taken advantage of its features for utilization in an online environment. Additionally, they are not familiar with Blackboard Collaborate, a web-based virtual classroom, at all.
Goals:
Primary objective for training?
Based on the information provided, our analysis and overall goal of this project will be to design and convert a traditional face-to-face class for the Center on Disabilities Studies within the Southeastern State Universities educational system to a more traditional face-to-face class for online availability.
Main Return On Investment (ROI) of f2f to online class conversion?
By converting f2f classes to an online environment, it allows Southeastern State University to offer a broad spectrum of classes and reach out to both traditional and nontraditional learners. Furthermore, it provides the University with a vehicle for attracting the next generation of technologically proficient learners.
Learner proficiency with online class creation tools
The learners within this beta group should have basic understanding and proficiency of computer related concepts and skills. This will prove valuable in the transference of central computing knowledge and experience over to the online environment.
Target Population:
Who will be trained?
Professor Adris, Professor Wang, and Professor Parcheesi of the Center on Disabilities Studies are the slated beta group.
Average education level of beta group?
Doctoral Level
Average number of years of experience?
7 years
Specific interests or biases of learners?
Professor Adris and Professor Parcheesi are strong advocates for educational technology. They both feel that the implementation and utilization of technology as a pedagogical online model would prove highly beneficial as an alternative instructional facilitation method. While both are supporters and advocates of the conversion, they have limited experience with telepresence and online course content creation. Professor Wang is the most adept with technology as his bachelors is in Information and Computer Science. As a fellow faculty member he or she is the go to person for all things “techie”.
Type of Training:
What methods of instructional Delivery?
We are proposing the use of interactive tools via virtual facilitation and 16 online Jing tutorials. This method of self-paced technology instruction has shown to be commercially successful with Lynda.com and Atomic Learning. Laulima and Blackboard Collaborate will be broken down into subtopics that facilitate instructor mastery of both systems. The progress and aptitude of content learned will be verified by quizzes at the end of each module. The ID team will be available via Skype remotely to answer any issues that arise with the Jing modules and offer any assistance necessary. Additionally, the ID team will function as virtual students that serve to guide the professors as to course content, reliability, and transitional aides.
Proposed appropriate medium for Instructional Delivery?
The proposed medium for instructional delivery is via Laulima a University based open source CMS program. Laulima will be used for correspondence and virtual hard copy of the course content. For the collaborative and interactive portion of the course, the commercial package of Blackboard Collaborate will be utilized.
Timeline:
Number of classes to be taught and duration of training?
A total of 4 classes will be taught over the course of 3 weeks. The classes will be taught by the professors to the ID team (who will be serving as mock students), who can give recorded and active feedback as the class progresses. The duration of each class will be 1 ½ hours long and will allow time at the end for ID team feedback. The instructors will incorporate and practice the skills that they gleaned from the self-paced modules and ID team assisted Skype sessions.
Project Timeline (3 Weeks)
○ Population Analysis - 3 days
○ Design - 8 days
○ Development - 7 days
○ Implementation - 1 day
16 self-paced modules
(8 modules for Laulima / 8 modules for Blackboard Collaborate)
○ Evaluation - 1 day
○ Post Assessment - 1 day
Instructional Environment
The ID team strives to engage the learner in a real world simulated environment therefore, all training will be done via Jing (a content creation capture tool) and Skype. Utilizing the Montessori concept of learning by teaching the ID team proposes that the instructor actually teach a mock class to the ID team utilizing the skills learned via the Jing modules. The ID team will play the role as it will work to facilitate time management and content mastery. To truly test the scope of the professors ability one ID team member will simulate technical difficulties to gauge instructor reactions and compensation. All mock classes will be recorded using the record feature in Blackboard Collaborate. While the synchronous teaching will have real-time feedback, guidance on proficiency for Laulima will be via user account tests, forum feedback, and ease of use. Via website feedback, the ID team will provide each professor with an analysis of his or her Laulima space.
Identified Instructional Resources
1. Computers & Headsets
2. Internet Access
3. Laulima (Student & Admin Accounts)
4. Blackboard Collaborate (Student & Admin Accounts)
5. Jing Account
6. Skype Account
Population Analysis
Team Crazed Wombats
Adam Halemano & Kālewa Correa
OTEC 600
Dr. Curtis Ho
Fall 2011
The Scenario
At Southeastern State University, a team of instructional designers were called in to assist with the new direction the university was taking. Up until this past year, at least 90% of its classes were conducted in a face-to-face (f2f) learning environment. Eventually, the university wanted to implement more online classes and for each department to determine which classes should go first in converting to an online environment. The Center on Disability Studies Department was one of the first to undergo the conversion. The university uses Blackboard Collaborate and Laulima as their means for synchronous and asynchronous learning. You are the instructional designer assigned to this department.
Your Team’s Assignment
You are assigned to work with three professors, including Professor Adris, who has always taught her Disability Studies classes f2f and has never taught an online class before. All her f2f classes were three hours long and now needs to shorten them to accommodate all her instructional materials to fit into a shorter period as well as accommodate an online audience, possibly including those with disabilities. Although the professors are familiar with most of Laulima’s features, they have never taken advantage of its features for utilization in an online environment. Additionally, they are not familiar with Blackboard Collaborate, a web-based virtual classroom, at all.
Goals:
Primary objective for training?
Based on the information provided, our analysis and overall goal of this project will be to design and convert a traditional face-to-face class for the Center on Disabilities Studies within the Southeastern State Universities educational system to a more traditional face-to-face class for online availability.
Main Return On Investment (ROI) of f2f to online class conversion?
By converting f2f classes to an online environment, it allows Southeastern State University to offer a broad spectrum of classes and reach out to both traditional and nontraditional learners. Furthermore, it provides the University with a vehicle for attracting the next generation of technologically proficient learners.
Learner proficiency with online class creation tools
The learners within this beta group should have basic understanding and proficiency of computer related concepts and skills. This will prove valuable in the transference of central computing knowledge and experience over to the online environment.
Target Population:
Who will be trained?
Professor Adris, Professor Wang, and Professor Parcheesi of the Center on Disabilities Studies are the slated beta group.
Average education level of beta group?
Doctoral Level
Average number of years of experience?
7 years
Specific interests or biases of learners?
Professor Adris and Professor Parcheesi are strong advocates for educational technology. They both feel that the implementation and utilization of technology as a pedagogical online model would prove highly beneficial as an alternative instructional facilitation method. While both are supporters and advocates of the conversion, they have limited experience with telepresence and online course content creation. Professor Wang is the most adept with technology as his bachelors is in Information and Computer Science. As a fellow faculty member he or she is the go to person for all things “techie”.
Type of Training:
What methods of instructional Delivery?
We are proposing the use of interactive tools via virtual facilitation and 16 online Jing tutorials. This method of self-paced technology instruction has shown to be commercially successful with Lynda.com and Atomic Learning. Laulima and Blackboard Collaborate will be broken down into subtopics that facilitate instructor mastery of both systems. The progress and aptitude of content learned will be verified by quizzes at the end of each module. The ID team will be available via Skype remotely to answer any issues that arise with the Jing modules and offer any assistance necessary. Additionally, the ID team will function as virtual students that serve to guide the professors as to course content, reliability, and transitional aides.
Proposed appropriate medium for Instructional Delivery?
The proposed medium for instructional delivery is via Laulima a University based open source CMS program. Laulima will be used for correspondence and virtual hard copy of the course content. For the collaborative and interactive portion of the course, the commercial package of Blackboard Collaborate will be utilized.
Timeline:
Number of classes to be taught and duration of training?
A total of 4 classes will be taught over the course of 3 weeks. The classes will be taught by the professors to the ID team (who will be serving as mock students), who can give recorded and active feedback as the class progresses. The duration of each class will be 1 ½ hours long and will allow time at the end for ID team feedback. The instructors will incorporate and practice the skills that they gleaned from the self-paced modules and ID team assisted Skype sessions.
Project Timeline (3 Weeks)
○ Population Analysis - 3 days
○ Design - 8 days
○ Development - 7 days
○ Implementation - 1 day
16 self-paced modules
(8 modules for Laulima / 8 modules for Blackboard Collaborate)
○ Evaluation - 1 day
○ Post Assessment - 1 day
Instructional Environment
The ID team strives to engage the learner in a real world simulated environment therefore, all training will be done via Jing (a content creation capture tool) and Skype. Utilizing the Montessori concept of learning by teaching the ID team proposes that the instructor actually teach a mock class to the ID team utilizing the skills learned via the Jing modules. The ID team will play the role as it will work to facilitate time management and content mastery. To truly test the scope of the professors ability one ID team member will simulate technical difficulties to gauge instructor reactions and compensation. All mock classes will be recorded using the record feature in Blackboard Collaborate. While the synchronous teaching will have real-time feedback, guidance on proficiency for Laulima will be via user account tests, forum feedback, and ease of use. Via website feedback, the ID team will provide each professor with an analysis of his or her Laulima space.
Identified Instructional Resources
1. Computers & Headsets
2. Internet Access
3. Laulima (Student & Admin Accounts)
4. Blackboard Collaborate (Student & Admin Accounts)
5. Jing Account
6. Skype Account
Population Analysis
Universal Design for Learning (UDL) Concepts and Course Implementation
Professor Adris has a student who is deaf in her class this semester. The team proposes to utilize Southeastern State University offer of free TTY and in class assistance to students with physical or mental disabilities. While sign language is a traditional form of communication used by deaf students in class, the virtual environment provides comprehensive tools that facilitate ease of learning and comprehension. Within Blackboard Collaborate, a University sponsored student aid trained in TTY can utilize the chat function to translate the course lecture. The ability to have a private chat on going with the student aid is possible. Any questions that are unclear can be posed to the general chat area of BB Collaborate for public clarity. Additionally, the ability of Professor Adris to do a close-up face shot, allows for hearing-impaired students the ability to read lips given reasonable bandwidth considerations. Additionally, we propose that professor Adris posts the lecture synopsizes scripts along with all PowerPoint material and BB Collaborate recordings to Laulima. These postings allow students that may have questions and or needs, additional time to find the appropriate materials required. The team also proposes the utilization of the JAWS screen reader software for use by the visually impaired on the Windows platform. OSX users have reading capabilities built in to the platform.
ABCD Learning Objectives
• Audience Who? (Learner)
• Behavior What will be done? (Performance)
• Condition Under what? (Condition)
• Degree How well? (Criteria)
Jing Learning Objectives
1. Instructor will be able to navigate structured modules.
2. Instructor can identify correct module that correlates with Laulima
or Blackboard Collaborate learning example.
3. Instructor makes well use of Jingʻs forward, reverse, or stop functions
when necessary or extra time for comprehension is needed.
4. Instructor has an enhanced and foundational understanding of Laulima
and Blackboard Collaborate from using Jing.
Laulima Learning Objectives
1. Instructor will be able create a personal profile when given access to the
Laulima system by the end of the training session.
2. Instructor will be able to create tests and quizzes for assessment purposes
using the Laulima Tests and Quizzes tool when given a sample test bank
by the end of the training session.
3. Instructor will be able to modify user profile after logging in to the Laulima
system by the end of the training session.
4. Instructor will be proficient in utilizing the discussion and private messages
tool after logging in to the Laulima system.
5. Instructor will be able to moderate and conduct asynchronous student
collaboration within the discussion and private messages tool after logging
in to the Laulima system for each of his/her courses.
Blackboard Collaborate Objectives
1. Instructor will be able to log in to Blackboard Collaborate and establish a
vOffice with ease.
2. Instructor will utilize interactive features to get the most out of their vOffice
3. Instructor will be able to moderate and participate in virtual class sessions effortlessly.
4. Instructor will be able convey material in a manner that is concise and easy
to understand, making synchronous instruction engaging and purposeful.
5. Blackboard Collaborate UDL standards will be met via Real Time Captioning (RTC)
for hearing impaired students and enable the screen reader tool for visually
impaired students. Additionally, instructors will collaborate with Southeastern
State University student aides for real-time chat TTY for in class discussions.
Professor Adris has a student who is deaf in her class this semester. The team proposes to utilize Southeastern State University offer of free TTY and in class assistance to students with physical or mental disabilities. While sign language is a traditional form of communication used by deaf students in class, the virtual environment provides comprehensive tools that facilitate ease of learning and comprehension. Within Blackboard Collaborate, a University sponsored student aid trained in TTY can utilize the chat function to translate the course lecture. The ability to have a private chat on going with the student aid is possible. Any questions that are unclear can be posed to the general chat area of BB Collaborate for public clarity. Additionally, the ability of Professor Adris to do a close-up face shot, allows for hearing-impaired students the ability to read lips given reasonable bandwidth considerations. Additionally, we propose that professor Adris posts the lecture synopsizes scripts along with all PowerPoint material and BB Collaborate recordings to Laulima. These postings allow students that may have questions and or needs, additional time to find the appropriate materials required. The team also proposes the utilization of the JAWS screen reader software for use by the visually impaired on the Windows platform. OSX users have reading capabilities built in to the platform.
ABCD Learning Objectives
• Audience Who? (Learner)
• Behavior What will be done? (Performance)
• Condition Under what? (Condition)
• Degree How well? (Criteria)
Jing Learning Objectives
1. Instructor will be able to navigate structured modules.
2. Instructor can identify correct module that correlates with Laulima
or Blackboard Collaborate learning example.
3. Instructor makes well use of Jingʻs forward, reverse, or stop functions
when necessary or extra time for comprehension is needed.
4. Instructor has an enhanced and foundational understanding of Laulima
and Blackboard Collaborate from using Jing.
Laulima Learning Objectives
1. Instructor will be able create a personal profile when given access to the
Laulima system by the end of the training session.
2. Instructor will be able to create tests and quizzes for assessment purposes
using the Laulima Tests and Quizzes tool when given a sample test bank
by the end of the training session.
3. Instructor will be able to modify user profile after logging in to the Laulima
system by the end of the training session.
4. Instructor will be proficient in utilizing the discussion and private messages
tool after logging in to the Laulima system.
5. Instructor will be able to moderate and conduct asynchronous student
collaboration within the discussion and private messages tool after logging
in to the Laulima system for each of his/her courses.
Blackboard Collaborate Objectives
1. Instructor will be able to log in to Blackboard Collaborate and establish a
vOffice with ease.
2. Instructor will utilize interactive features to get the most out of their vOffice
3. Instructor will be able to moderate and participate in virtual class sessions effortlessly.
4. Instructor will be able convey material in a manner that is concise and easy
to understand, making synchronous instruction engaging and purposeful.
5. Blackboard Collaborate UDL standards will be met via Real Time Captioning (RTC)
for hearing impaired students and enable the screen reader tool for visually
impaired students. Additionally, instructors will collaborate with Southeastern
State University student aides for real-time chat TTY for in class discussions.