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EDTC646 Instructional Applications of Computer Technologies

Liying Wang 1

EDTC 646 Spring 2011


Table of Contents Unit1-Desk-Top-Publishing/Advanced Word Processing .................................................................................... 4 Unit Overview .............................................................................................................................................. 4 Web2.0 Collaboration Discussion ............................................................................................................... 4 Newsletter ................................................................................................................................................... 5 Define Desk-Top-Publishing........................................................................................................................ 5 Software Review---InDesign CS5 ............................................................................................................... 6 Word Features ............................................................................................................................................ 8 Summary of Reaction and Insights ............................................................................................................. 9 References .................................................................................................................................................. 9 Unit2-Development and Management of Data Resource.................................................................................. 10 Unit Overview ............................................................................................................................................ 10 Social Networking ..................................................................................................................................... 10 Data Conversion ........................................................................................................................................ 11 Article Review ............................................................................................................................................ 11 Intellectual Property .................................................................................................................................. 13 Grade Book ............................................................................................................................................... 13 Podcast ..................................................................................................................................................... 14 Summary of Reactions and Insights ......................................................................................................... 14 References ................................................................................................................................................ 14 Unit 3- Instructional Resource/Mind Tool ........................................................................................................... 15 Unit Overview ............................................................................................................................................ 15 Mind Tool Discussion ................................................................................................................................ 15 Mobile Learning ........................................................................................................................................ 16 Article Review ........................................................................................................................................... 17 Resource Development---Mind Tool ......................................................................................................... 18 Summary of Reactions and Insights ......................................................................................................... 21 References ................................................................................................................................................ 21 Unit 4- Telecommunications and Online Resource Management ..................................................................... 22 Unit Overview ............................................................................................................................................ 22 Virtual Team .............................................................................................................................................. 22 Joint Paper—Course Management System ............................................................................................. 23 Moodle Course Development ................................................................................................................... 26 Summary of Reactions and Insights ......................................................................................................... 26 References ................................................................................................................................................ 26 Unit 5- Web Mastering-Hosting-Web Site Development ................................................................................... 27 Unit Overview ............................................................................................................................................ 27 Web Accessibility ...................................................................................................................................... 27 Web Accessibility Article Review............................................................................................................... 28 Website Development ............................................................................................................................... 29 Summary of Reactions and Insights ......................................................................................................... 30 Reference.................................................................................................................................................. 30

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Table of Figures Figure 1 Twitter .............................................................................................................. 4 Figure 2: Newsletter ...................................................................................................... 5 Figure 3 InDesign CS 5 ................................................................................................. 6 Figure 4 InDesign Logo ................................................................................................. 7 Figure 5 Word index ...................................................................................................... 8 Figure 6 Word outline .................................................................................................... 8 Figure 7 Social Network .............................................................................................. 10 Figure 8 Data Conversion............................................................................................. 11 Figure 9 Grade Book ................................................................................................... 13 Figure 10 Podcast Logo .............................................................................................. 14 Figure 11 Mind Tool ..................................................................................................... 20 Figure 12 Example of CMS ......................................................................................... 23 Figure 13 Chat room.................................................................................................... 24 Figure 14 TAMU Elearning .......................................................................................... 25 Figure 15 Moodle......................................................................................................... 25 Figure 16 Moodle course development ..................................................................... 26 Figure 17 Website main page ...................................................................................... 29 Figure 18 Website iFrame ........................................................................................... 29

Index CMS, 23 DTP, 5 Mind Tool, 15 Social Networking, 10

web 2.0, 4 Web accessibility, 27 Word, 8

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Unit1-Desk-Top-Publishing/Advanced Word

1

Processing Unit Overview

In this unit, we mainly focus on exploring the advanced functions of MS Word. MS Word is a powerful authoring program that provides us with the ability to create and share documents. In this unit, learners are supposed to work on two tasks: one is to select a commercial software package which is designed for desk-top-publishing and write a review of the software; the other is to develop a comprehensive document by applying MS Word. After acquiring the unit, learners will not only demonstrate proficiency in Word’s advanced publication features, but also reflect our view about the content of this course.

Outline • • • • • • • •

Unit Overview Web2.0 Discussion Newsletter DTP-Definition Software Review: -InDesign CS5 Word Features Reaction & Insights References

Web2.0 Collaboration Discussion

Figure 1 Twitter

In this unit, we discussed what is web 2.0, shared our experience using web 2.0 and how could we utilize it into instructional design. Basically, web 2.0 is web application which provide a lot interactive function or application to users. It allows users to interact with each other through online community, and get to know each other, and also they could share their knowledge and information on that plat. The most popular example for web 2.0 probably is Twitter, where people social with other on that web application.

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Unit1-Desk-Top-Publishing/Advanced Word Processing Newsletter

1

A newsletter is a publication document distributed to its subscribers regularly based on one main topic that is of interest. Newsletter has two distinct types: printed on or in digital formats. What we cover in this unit is to create a newsletter in Microsoft Word.

Figure 2: Newsletter

Define Desk-Top-Publishing Desktop publishing, also known as DTP, is a term that used to describe a combination of personal computer and page layout software to create publication documents on a computer. This publication document can be used to both large scale publishing output and distribution, such as newspapers, and small scale local multifunction output and distribution, such as newsletter inside a company.

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Unit1-Desk-Top-Publishing/Advanced Word

1

Processing Software Review---InDesign CS5

Product Overview Adobe InDesign CS5 is a professional design software product for print and digital publishing layout design. It provides you a log of useful tools which gives you precise control over typography, such as the text, photos, graphics, illustrations, and other media content. Also with the built-in creative tools, you can create and import many interactive features into your design. Adobe InDesign CS5 works seamlessly with the rest of the Adobe Creative Suite which makes your design job a lot easier and gives you more possibilities to work on your design.

6 Key Features  Cross-media publishing  Excellent Integration Ability  Robust text composition  Built-in creative tools  Preflighting and production  Extensibility

Figure 3 InDesign CS 5

Personal Opinion I started to use Adobe InDesign CS5 when I worked for The Battalion, we use this soft ware to create daily newspaper layout. However, I use this software with very limit functions that I am not very familiar with all the functions. I interviewed an expert on InDesign in my intern company and discussed with him about this software, both of us think this is a wonderful product for desk top publishing. It easy to use, easy to add or import other media element as we need because it has built-in creative tools and fully integrated with other Adobe design products. He pointed out that the MiniBridge, Libraries, Master Pages, Smart Guides, and Character&Object Styles are great features InDesign bring to us. And the biggest advantages of this product compared to other desk top publishing product such as QuarkXPress, MS Publisher, is that it able to create media rich and interactive content that can be exported in a variety o f formats. 6


Unit1-Desk-Top-Publishing/Advanced Word Processing System requirement: Mac OS

Windows

• •

Intel® Pentium® 4 or AMD Athlon® 64

Multicore Intel processor

processor

Mac OS X v10.5.7 or v10.6

Microsoft® Windows® XP with Service Pack 2

1GB of RAM (2GB recommended)

(Service Pack 3 recommended); Windows

2.6GB of available hard-disk space for

1

Vista® Home Premium, Business, Ultimate, or

installation; additional free space required

Enterprise with Service Pack 1; or Windows 7

during installation (cannot install on a volume

1GB of RAM (2GB recommended)

that uses a case-sensitive file system or on

1.6GB of available hard-disk space for

removable flash-based storage devices) •

installation; additional free space required during installation (cannot install on removable •

1024x768 display (1280x800 recommended) with 16-bit video card

flash-based storage devices)

DVD-ROM drive

1024x768 display (1280x800 recommended)

Adobe Flash Player 10 software required to export SWF files

with 16-bit video card •

DVD-ROM drive

Adobe® Flash® Player 10 software required to

Broadband Internet connection required for online services*

export SWF files. Broadband Internet connection required for online services*

Price: 

Figure 4 InDesign Logo

7

Buy: $699

Upgrade: $199

Try: Free


Unit1-Desk-Top-Publishing/Advanced Word

1

Processing Word Features

1. Creating an index and updating an index: Index in Microsoft Word refers to a list of terms and topics that are discussed in a document along with the page. Index helps reader quickly find the information they need and reduce unnecessary repetition of information. To create an index, just mark the word or phrase you want to create index. Click References tab---Index group--- Mark Entry. After you finish Mark Entry, click References tab---Index group---Insert Index. Choose the index format you like and click OK twice. To update an index, just click Update Index in the Index group on the References tab.

Figure 5 Word index

2. Outline: Outline gives you a blueprint of a document or a project. To create an outline in word, just input your text first and then go to View----Outline. You can upgrade or down grade your headings by clicking the green arrows on the tool tab.

Figure 6 Word outline

3. Creating Table of Contents and updating Table of Contents: Table of content is a kind of index which gives you a brief list of the content in the document and helps you find the content quickly. To create table of content, first select the text you want to put in the table of content, and then go to References---Table of Content ---Insert Table of Content. 4. Creating Table of Figures and updating Table of Figures Same of table of content, table of figures gives you a brief list of all the figures that are used inside the document. After you insert your pictures for the document, you can select the picture, add caption to it by using the Caption tab under References tab, then click Insert and Tables to insert you table of figures. Word will automatically create a list of figures you used in the document. To update the list, you just right click on the list and choose Update Filed. 5. Creating Styles. Create your own style in Microsoft Word by using different style tool it provides you, such as Styles and Formatting, Clip Art, Insert Shape, Picture, Word Art etc.Once you are satisfied with your style you can save it as new style or save it as new template and use it again. 8


Unit1-Desk-Top-Publishing/Advanced Word Processing Summary of Reaction and Insights

F

1

rom this unit we mainly focus on getting an overview of what is Desk-Top-Publishing and what are the advanced software and skills we need to develop and produce a Desk-Top Publishing production. Microsoft Word processor is very good software to produce Desk-Top-Publishing file, it contains most of the necessary functions to produce the DPT file and this software is easy to access and learn, so it is a very good choice for teachers and trainers as well as instructional designers to produce some small DTP production. However, although word processors can perform some desktop publishing task, they cannot perform the extensive adjustments to page displays that dedicated and professional desktop publishing software can make. From the software review assignment, I think InDesign CS5 is the best software on the market now for Desk-Top-Publishing. You can design your page layout in very professional way; insert video, audio, animation and I think the greatest thing about InDesign CS5 is that it allows you to add some interactive element into your DTP file which allow learners or readers getting more interactive experiences.

References http://office.microsoft.com/en-us/word-help/create-a-new-list-style-HP003076648.aspx?CTT =1 http://www.ehow.com/how_2190262_create-outline-microsoft-word.html http://office.microsoft.com/en-us/word-help/create-a-table-of-figures-HA102237177.aspx?C TT=1 http://office.microsoft.com/en-us/word-help/create-a-table-of-contents-HP010368778.aspx? CTT=1 http://www.adobe.com/products/indesign/whatisindesign/ http://en.wikipedia.org/wiki/Desktop_publishing

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Unit2-Development and Management of Data

2

Resource Unit Overview In this unit we mainly focus on how to develop instructional materials that will facilitate teaching and grading process for instruction. We did Data Conversion assignment; from it we learned how research for required data and use spreadsheet to convert them into another format which it will help us read, understand and analyze the data more easily and meaningfully. We also did Grade Book assignment; from it we learned how to build our own grading system, and how these data will affect your instruction, and how to do some critical calculation using spreadsheet. Also we discuss about topics of intellectual property in this unit.

Outline • • • • • • • • •

Unit Overview Social Networking Data Conversion Article Review Intellectual Property Grade Book Podcast Reaction & Insights References

Social Networking In this unit’s Current Event/Issue forum, we mainly discussed on topic: Social Networking. We can understand social networking as “social" on the internet. It mostly happens on a website where people get onto the website and become member of this website for some specific reason, such as hobby, business network, entertainment, job hunting, etc... On these websites people can provide their personal information, photos, and blogs as well as get access into other's information, by doing this way people can Figure 7 Social Network share information, search information, and get their social network bigger and bigger. Some examples are: twitter, MSN, www.Monster.com, kaixin001, Facebook. Industries are think of building social learning based on the social networking, there will many advantages of social learning. However, the main concern is how to control the social networking since incorrect knowledge or inaccurate data may spread out from social networking and have bad impact. 10


Unit2-Development and Management of Data Resource Data Conversion

2

D

ata processing is a frequent work when doing instructional design and research. Convert data into a clean, readable and meaningful format will help readers understand and analyze data. In this unit we did this assignment to learn and practice the data conversion skill. Basically, we find some raw data from the internet, and use MS Word to convert them into a new format. Figure 8 below shows the original data captured from internet and the final format after data conversion.

Figure 8 Data Conversion

Article Review APA (2010) Reference: Seth Mayotte (2010) Online Assessment of Problem Solving Skills. Computers in Human Behavior Volume 26, Issue 6. Review: This article is mainly discussing one question: Is ISBAS more effective in assessing complexes knowledge and skills in students than traditional methods of school assessment? 11


Unit2-Development and Management of Data

2

Resource Based on this question, the author first described the main problem: the traditional authentic assessment has limitation when it is used to grade essay exams. Then he mentioned that ISBAS which stands for Interactive Scenario Based Assessment System can help teachers and students to solve the limitations of all three of the mainly used assessment methods. After detailed discussed about what is assessment, what is the traditional educational implementation of assessment, he pointed out there the problem existed in this traditional assessment system. He thought that the critiques of traditional standardized test model have two main disadvantages: one is that it has inherent limits of the assessment, and the other is the lack of quality control in individual item or test design. After the statement of problem, he brought the method: ISBAS. First, he gave an overview of what ISBAS, and then discuss about how to implement ISBAS into assessment. After give a detailed example about ISABS, the author came to the conclusion that ISABS is more effective than the traditional method on assessment. I choose this article because this article explains the new assessment very clear based on informative basic knowledge discussion and case study introduction. It compares the two different way of assessment, one is the traditional way, and the other is to implement the ISBAS. The author explains ISBAS in a very vivid way by using many examples and case study, in that way we will have better understanding about ISBAS and how it works. I like the way how the author gave his conclusion of list 8 points of evidences to show that ISBAS is more effective in assessing complex knowledge and skills in students than traditional methods of school assessment.

With 8 evidences the author

showed in his conclusion part and the detailed case study he presented in the article, I agree with the author that ISBAS is more effective in school assessment. In the ISBAS system, students were not only graded on the test score but on many different activities around the course topic. These different activities give students multiple ways to show their ability and competency, also put less pressure on students when they perform on the test.

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Unit2-Development and Management of Data Resource Intellectual Property

2

In this unit’s Current Event/Issue forum, we also discussed the topic about Intellectual Property. Intellectual Property has gained more and more attention in China due to the development of “Intellectual property (IP) is a term referring to a number of Information and Computer industry. The problem of "Unfair distinct types of creations of the mind for which a set Competition" has gained more and more people's of exclusive rights are recognized—and the corresponding attention in China. The largest instant messaging fields of law. Under intellectual property law, owners are computer program company “Tencent QQ" in Mainland granted certain exclusive rights to a variety of intangible assets, China had been suited because of "copy" other smaller such as musical, literary, and artistic works; discoveries and similar companies' origin product and produce their own inventions; and words, phrases, symbols, and designs. Common product to make unfair competition with those smaller types of intellectual property include copyrights, companies. Because Tencent QQ has sufficient fund, trademarks, patents, industrial design rights and trade talent resources, facilitation, etc., it is very easy for them secrets in some jurisdictions.” to produce more products and produce faster than other ----------WIKIPEDIA smaller companies. Because of this, those smaller companies met big income loss and also lose their customers quickly. However, those smaller companies cannot provide sufficient evidences showing that Tencent is copying them.

Grade Book In this assignment, we use Micro Excel to develop the Grade Book. Grade Book allows teachers to keep records of various factors regarding students’ performance, such as attendance, basic information, homework, quiz and exams. Also, MS Excel can help teachers to analyze data in order to have better assessment and understanding of student’ performance. Those tools inside Excel including table, graphic, formulas, etc...Figure 10 shows the grade book with relative graphics.

Figure 9 Grade Book

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Unit2-Development and Management of Data

2

Resource Podcast

Podcast could be either digital audio file or digital media file on the web that people can download. It is non-streamed webcast and usually released periodically or episodically in a series. Anyone who has access to the internet and some audio/video devices on their computer can use them. Teachers can develop their lecture section by section and make them podcast series, then student can download the podcast from the internet and study at their own pace and they can review as many times as they want about the lecture. I know The Battalion has a podcast section, although it is not for educational only, but we still can Figure 10 Podcast Logo

learn something from listening to it. I access podcast through iTunes, and some other podcast could easily be listened on line by just clicking on the icon. There is much different software you can use to create a podcast, as long as you can export the file format as mp3. For example, we can Quick Time, Articulate, Premiere, etc...

Summary of Reactions and Insights In this unit we discussed a lot of different topics, such as Social Networking, Intellectual Property and Podcast. By discussing on the current event and issue, we can gain knowledge and opinions from each other upon those different topics so that we enlarged our own knowledge range. I am very interested in the Intellectual Property topic there we discussed in this unit, because this is the area where China still needs to put lots more effort to regulate and organize. Besides those topics, we also focus on the Microsoft Excel to do data conversion and grade book. I learned a lot of new skills while doing the two assignments.

References http://www.fbcwpb.org/Podcasts/sermons.html http://en.wikipedia.org/wiki/Intellectual_property

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Unit 3- Instructional Resource/Mind Tool

Unit Overview

Outline • • • • • • •

Unit Overview Mid Tool Discussion Mobile Learning Article Review Resource Development—Mind Tool Reaction & Insights References

3

In this unit, we will learn how to develop instructional materials by using appropriate software utilities, such as Spreadsheet, and Data Base. Mind Tool is one kind of the instructional materials which can facilitate both teaching and learning. There are three assignments the unit: Firstly we will learn some basic function about Macro in MS Excel and some spreadsheet activities. In this assignment, we will gain some basic knowledge about Visual Basic which will help us to develop Mind Tool in later phase. The second assignment is an article review; we supposed to identify an article related to this topic and write our opinions about it. The last assignment also is the most important assignment in this unit is to design an instructional material which sheds light on school education or training program by integrating the Mind Tool.

Mind Tool Discussion

M

ind tools are computer-based tools that could provide a learning environment which could engage and facilitate student to do critical thinking and higher order learning. I think the common attribute of quality mind tool is that they engage students in a way which will encourage student to do meaningful active thinking, to construct their knowledge and apply knowledge into practical action. The tool should easy to use, but have powerful functions and students can explore their skills from one tool to another. I have learned how to create a database in one course and we use Fildemaker to create the database. Although it is not a complicated item, but it requires we do critical thinking before we actually start to build the database. We have to plan for the structure, the navigation and also the connection between each other. I think this is a good experience about using mind tool. I think Inspiration is a really good tool; I have used it for several projects. I use them to do instructional design analysis, project management, and also do project plan with it. Also , another tool we use here in my intern company is Mine Genius, which is similar application with Inspiration, but serve us well. 15


Unit 3- Instructional Resource/Mind Tool

3

Mobile Learning

A

s more and more mobile devices come to the market now, I think most of them could be utilized as learning tools. Smart phones: Iphone, BlackBerry, Samsung touch phone will offer the user with advanced computing ability and internet connectivity is actually now being utilized as learning tools. I have seen manufactures develop visual manuals for their product and put them online so that users can view them on a smart phone, for example, the Canon camera, you can easily find a video or mobile version website of it and learn how to use it. Mobile learning makes learning convenient. Learners could access to knowledge whenever and wherever they want without the limitation of time and location. Also, if the learner is too busy to attend a 2 hours seminar or lecture for a course, it would be easier for him/her to view it through a mobile devices at his/her own convince and time pace. It is the most important advantage mobile learning brings to us now as I see. Different to traditional learning, mobile learning is kind of “small section” leanings which instructional need to chunk the learning information to a smaller section in order to meet the unique “mobile” character of mobile learning, because definitely people won’t look at their smart phone for 2 hours to learn something. From my experiences, each mobile learning section will not excess 30 minutes each and may be shorter than that. So when we develop a mobile learning course, it is very important to think how to “chunk” information and make them perfect into smaller sections for mobile learning and still make each section meaningful. Also, we need to pay attention to how to connect each section and make them transit between each other smoothly. As technologies develop, we can implement all the possible media methods into mobile learning which a good thing is.

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Unit 3- Instructional Resource/Mind Tool Article Review Reference: Development of Instructional Material for the Web Site and CD-rom Dr. Steven J. Jones and Dr. Ronald L. Roeber University of Nebraska Lincoln, Nebraska

Review: In this article the author mainly talking about the principles and concern we should pay attention to when develop instructional materials using computer and multimedia technology, and he use two specific projects called the Porcine and Bovine Myology Projects as examples and explain to the reader what and how should they do when they are trying to develop an e-learning course. As the author stated that as rapid advancement in the field of computer technologies, multimedia devices, it is possible for us to develop courses which have a non-linear course structure and also bring in various presentation methods such as: video clips, pictures, animation and audio. The non-linear courses give leaner the opportunity to control their learning process and pace at their own needs and according to their different level of prior knowledge. The author discussed how to development instructional materials for the website and CD-rom based on five questions: 1) what learning do you want to occur? 2) Why use CD-ROM, or Website? 3) Where do we begin? 4) How does instructional content get ready for the web? 5) The project is too large for one person how do I get others to help? For each question, the author gives clear direction and answer and examples on how to do. For example, he explains how to begin the design by introducing the design group structure. A group for developing instructional materials for web should have at least 3 people: the content coordinator, the multimedia and the software designers. Then he explained how the 3 people will cooperate with each other and play their part to develop the material: content coordinator is in charge of the main content, multimedia designer responsible for designing the user interface and layout of

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3


Unit 3- Instructional Resource/Mind Tool

3 the website, while software designer writes the code and program to make the website run. I like his way of providing information in an example format, because this give us a solid context for the problem and metaphor to understand the principles. Also he points out that a critical thinking process should happened before you actually develop the materials, because you need to know what is the actual learning format or style you want have in the end, how you will provide learner the best information section and also the possible presentation methods. As more and more e-learning courses are on the stage now, I believe instructional designers will have to think about all these issues when they develop courses.

Resource Development---Mind Tool Description of the Resource: Chinese tea has a long history longer than two thousand years. It plays a very important role in Chinese culture. In many Confucius Institutes in USA, Chinese tea will be introduced to students who are interested in learning Chinese culture. I collected and converted the resource from the website: Baidu Chinese Encyclopedia, the reference links will be listed at the end of this description. Basically, I converted the text content of introduction of different famous Chinese tea into a database table format, and research for the relative pictures for each category of Chinese tea to provide supplement information about the subject. Students will have opportunities of learning seven different aspects of Chinese tea in this instruction.

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Unit 3- Instructional Resource/Mind Tool

Age/Grade level of the audience The age/grade level will be students who are high school students and above.

3

Prerequisites skills/knowledge •

Familiar with computer usage

Familiar with internet research skills

Have basic knowledge of Chinese tea

Have basic usage knowledge of FileMaker

Learning Objectives After finishing this instruction, students will be able to: • Recall the name of different kinds of Chinese tea when giving the description of the tea. •

Categorize different kinds of Chinese tea according to its place of origin, price, category and season.

Give basic description of different kinds of Chinese tea when giving the name of the tea.

Research information for more Chinese tea and enter them into the database according to the fields included in the database.

Rationale for the inclusion of instructional resource in the curriculum I am selecting database as the instructional tool because it not only provide a lot of information about Chinese tea but also enable students to add more information about Chinese tea as they want so that they have the opportunity of learning more. Using tables to display the content makes reading more easily and students can find the information they want quick by scanning or by using the function “Find” in the database. Also student can categorize different kinds of Chinese tea according to their place of origin, price, season, and category by using the function “Sort” in the database. 19


Unit 3- Instructional Resource/Mind Tool

3 There are hundreds of different Chinese teas in the market, the seven different fields consists basic information about the particular Chinese tea. Knowing the place of origin-where the best of this particular Chinese tea grows, the season--when the best tea is ripe are very important when you try to buy good tea. Also the picture in the database give student a basic sense of how the tea is look like and help them memorize that tea. All these information could be used when students want to by to try Chinese tea.

Basic Instruction of Learning Chinese Tea Database This number indicates

This number tells you how

you are on the third

many record in total are

record in the database.

there in the database

You can search record according to different filed by click on this button.

Students can review the information

You can sort

inside the database

or categorize

by scrolling the

record

mouse or click the

according to different filed by clicking on this button.

You can input information into different

You can

fields.

insert pictures by right clicking on the box. Figure 11 Mind Tool

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Unit 3- Instructional Resource/Mind Tool

Summary of Reactions and Insights

3

After learning the unit, I deeply realize that Mind Tool can exert its function if we apply it in an appropriate manner. There are three main advantages. Firstly Mind Tool can help us visualize a problem, which facilitates our learning, especially for those who are visual learners. Secondly, Mind Tool allows learners to carry out interaction between instructional material and learners. By doing so, learners are easy to get engaged in process of learning, even if the topic of instruction seems to be a little boring. Thirdly, Mind Tool is not hard for learners to use, so learners’ motivation can be increased by applying the tool.

References http://baike.baidu.com http://baike.baidu.com/view/7061.htm---碧螺春 http://baike.baidu.com/view/34971.htm---黄山毛峰 http://baike.baidu.com/view/37892.htm---龙井茶 http://baike.baidu.com/view/37254.htm---武夷岩茶

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Unit 4- Telecommunications and Online

4

Resource Management

Unit Overview

In this unit we will focus on telecommunications and online resource management. We talked about Virtual Team and CMS. The unit 4 consists of two main assignments. One is to do a joint paper with your partner by using a collaboration tool in MS words. In this homework, you and your partner have to work on two projects together. And the other is about Moodle Development. For the homework, you are supposed to choose a topic which you are interested in, and develop a Moodle site in terms of the topic. The goal of this unit is to assist students reach a good understanding of e-learning systems. Hopefully, after learning this unit, students can formulate what is the e-learning system and select one e-learning system as your focus.

Outline • • • • • • •

Unit Overview Virtual Team Mobile Learning Article Review Resource Development—Mind Tool Reaction & Insights References

Virtual Team Virtual team refers to team of people that communicate with each other through electronically way, such as phone, internet, video etc... And they usually do not meet on a face to face base. Because virtual team can save people time, money and energy, more and more companies are doing virtual team work now. You can meet anywhere as long as there is phone, video or internet connection. You do not need to go to a fixed location and you do not need a particular room to meet people. If it is possible, you can do multitask while have virtual team work. However, because you are not "meeting" face to face, so it is harder to get familiar with you team member, you cannot see their reaction, facial expression, etc... And sometimes people stay silence, or they actually doing something else while meeting with you, so it is easy to get distracted on a virtual team. Require very clear information on things we are doing, easy to have misunderstanding.

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Unit 4- Telecommunications and Online Resource Management Joint Paper—Course Management System Introduction:

4

Course Management System, commonly abbreviated as CMS, is internet-based software that manages students’ enrollment, tracks student performance, and creates and distributes course content. The CMS became widely used since 1997. Nowadays, most universities have their choices of CMS to enhance their education efficiency. CMS enables both teacher and students to have a different teaching and learning experiences without the limitation of time and places as the traditional education does. Figure 12 Example of CMS

Different Types of CMS: With over 10 years’ development, there are various kinds of Course Management Systems on the market now. Each of them has its own unique features as well as the common function throughout different systems. We list some of the different Course Management Systems in the following table, and we will compare two of them later in this article. Name

Website URL

Logo

Moodle

www.moodle.org

Desire2Learn

www.desire2learn.com

eCollege

www.ecollege.com

Blackboard

www.blackboard.com

eLearning

www.elearning.tamu.edu

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Unit 4- Telecommunications and Online

4

Resource Management

Basic Functions of Course Management System:

Different CMS have different features according different requirement, however, they also contains some basic common functions. In the article: Course Management Systems and the Reinvention of Instruction the author stated that college teachers have a pre-existing “mental model” of how to use the functions of CMS, and it is this “mental model” which constrains teachers to fully explore the functions of CMS. We will discuss some of the functions here today:

Authoring/Publishing Tools These tools are available for the instructor to publish files for students to download or to post links for various internet materials that they might need in the course. Virtual Community Online communication is one the most basic and also the most important functions of a CMS, it allows instructors and students, individually and as a group, to communicate virtually.

Data Management: Online course usually has large numbers of students, so it is Figure 13 Chat room important to have a good system to manage the administration/registration information. Data Management is another important function of Course Management System. This feature allows teachers to enroll students themselves into their CMS or can register online on their own. Typically registration involves email address, home address and other information. Some CMSs cost money to be included or is just a part of the semester tuition. CMSs are password protected. CMSs can act as a grade book keeping scores of tests, quizzes or whatever grades the instructor takes that may not necessarily be done on the CMS itself.

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Unit 4- Telecommunications and Online Resource Management Compare Moodel with eLearning Login Interface: The following two pictures show the login interface of Moodle and eLearning system:

Figure 15 Moodle

4

Figure 14 TAMU Elearning

You can see that both systems have a three column structure. The middle column shows the course you are currently enrolled, and the side column shows some links to other resources. Moodle have recent activity and a calendar which quickly summaries what is going on currently in the class on the right column; on the left side, it list all the course you enrolled in. eLearning has similar structure but it allows you to change the layout according to your own needs. Main Page of the Course: Moodle: After logging in we see the course itself. There are toolbars on either side which navigate through the course for example, Activities, Grades, Upcoming Events etc. In the middle is the weekly outline which the instructor can make. Everything is a click away and you can view the whole course at once by scrolling down and seeing what’s coming up week by week. For easy navigation, the Activities bar on the left contain most of the core parts to the course. Assignments, Chats, Databases, Forums, Glossaries, Quizzes and Resources are all the available links in this section. eLearning: The interface of eLearning is well-instructed. The interface mainly consists of two parts. On the left part, we can see a list of basic function. When you click each button, you can get access to the field that you are interested in. On the right part, there are some main icons with illustration. By looking at the illustration, you are easy to understand the course is arranged in terms of each unit. When you click each unit, you can get all information which relate to the unit.

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Unit 4- Telecommunications and Online

4

Resource Management Moodle Course Development

In this unit, are have the opportunity to create a Moodle course unit section to get better understanding of Course/Resource management. For this assignment, I chose to introduce the students Learning Content Development System, which is very important to us who will pursue an instructional designer career in the future. The following figure showed the unit section I developed in the Moodle system.

Figure 16 Moodle course development

Summary of Reactions and Insights I think this unit brings to us a really good topic. Telecommunication and resource management are two very important things in business and industry field. In my intern company, I see they implemented many telecommunications into their daily business, also they use Xyleme as their resource management which make single sourcing possible.

References http://www.blackboard.com/us

http://lisahistory.net/pages/CMSandPedagogy.htm

http://www.eduools.info/compare.jsp?pj=8&i=358,386

http://www.thejournal.com/articles/17014

http://elearing.tamu.edu http://edtech.tamu.edu/moodle/ www.desire2learn.com

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Unit 5- Web Mastering-Hosting-Web Site Development Unit Overview

Outline • • • • • •

Unit Overview Web Accessibility Article Review Website Development Reaction & Insights References

5

In this unit, we mainly focus on Website Skills and Development. There are three main assignments in this unit. We have a good discussion about web accessibility which helps us understand how to enlarge web accessibility for disabilities. The second assignment is an article review. The article I selected introduced the different ways to implement auditory and visual element into website. The last assignment is, also the most important assignment---website development. We will develop an instructional website which including CSS and JavaScript function.

Web Accessibility Web accessibility refers to those websites that allow even disabilities access, understand and interact with the website. Web accessibility encompasses all disabilities that affect access to the Web, including visual, auditory, and physical, speech, cognitive, and neurological disabilities. Because of the rapid development of internet, it is important to us to do our best to provide the same and fair opportunities for disabilities to get the same information from internet. As what suggested by the Wikipedia, these are different ways to enlarge web accessibilities and help disabilities to have the same opportunities on web information. For example, we can code the website with semantically meaningful HTML and with text and graphics which will give blind users using text-to-speech software or text-to-Braille hardware. Also we should use images or text at a relative larger scale and it provides users with poor sight and let them have a more comfortable reading and reviewing experiences.

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Unit 5- Web Mastering-Hosting-Web Site

5

Development Web Accessibility Article Review

APA (2010) Reference: Mayer, R.E., Moreno, R.(2003).Nine ways to reduce cognitive load in multimedia learning. Educational Psycholost, 38(1), 43-52. Review: Web accessibility mainly deals with the inclusive practice of making websites more user-friendlily for both abilities and disabilities. One important way of doing this is adding more auditory input and visual input information onto the website. Although the article I selected does not directly discussed about web accessibility, but it introduce really good ideas that can be used to benefit website design with more accessibility. In this article, Mayer and Moreno stated that there are two separate channels included in human information-processing, one channel is used to deal with auditory input, and the other channel is used to process visual information. The auditory input can be transferred from text input; the correct coding words can be printed or spoken, in this case, if we implement this channel into our website, then the blind people can use software to read the text or word on the website so that we will have the same level of accessibility to our website. Also, the visual element could be static or dynamic, also if there are big enough, and then people with poor sight can read or view

these graphics and pictures more easily. The author also introduced how does mind work in this article which is also could benefit web accessibility. They mentioned that human mind works based on the dual channel assumption, the limited capacity assumption and the active processing assumption. The core information in this is that human mind can only accept limited information through each channel at one time. This is based on the Sweller’s cognitive load theory. It tells us that a limited amount of cognitive processing can happen in each channel and human tends to resist much information at one time. Base on this knowledge, we will understand that if a website contains too many graphics or too much visual information might affect negatively learning gains. Also, this may also cause difficulties for people with disabilities when they try to access the website. So when we try to enlarge our website accessibility, we need to seriously consider how to arrange information including auditory and visual elements.

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Unit 5- Web Mastering-Hosting-Web Site Development Website

5

In this unit we learned how to create an instructional website using different kinds of code, such as HTML, JavaScript, PHP and SQL. These magic codes help us to transfer our instruction into online version as well as help us to collect research and instructional data from learner inputs. The following two figures are thumbnail of the instructional website I created for this assignment. The first one is the main page, the second one is an iFrame imbedded into the main page.

Figure 17 Website main page

Figure 18 Website iFrame

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Unit 5- Web Mastering-Hosting-Web Site

5

Development Summary of Reactions and Insights In this unit, the main focus is website development. Create website is one of the fundamental skills that our program wants students to be proficient with. It is also the basic platform for e-learning. Increase our website accessibility is another important thing we should serious consider when creating our website, because the more website accessibility the website has, the more people will benefit from our website and e-learning. Currently, we learned HTML, JavaScript, PHP and SQL to make our website more functional able. Appropriately implement these language and skills into our future work will help us have the most impelling website.

References http://en.wikipedia.org/wiki/Web_accessibility http://www.w3.org/WAI/intro/accessibility.php Mayer, R.E., Moreno, R.(2003).Nine ways to reduce cognitive load in multimedia learning. Educational Psycholost, 38(1), 43-52.

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EDTC646-DTP-Final-Wang