| Chapter
1: Introduction
Like most books, chapter one
serves as an introduction to the remainder of the text. The
chapter starts with a bit of history on Educational Computing,
then moves into the appropriateness of computer use to facilitate
learning. Several valid reasons are listed (i.e., cost of instruction
by other methods is too high, safety is a concern, the intended
learners have special needs, learner motivation is typically
lacking, etc.), however a warning is given that "none of
these situations guarantee that a computer will be beneficial
as a vehicle for delivering instruction." In my opinion,
this warning needs to be attached to any and all discussions
about CBT's and the client needs to have a firm understanding,
as well.
The chapter continues with introducing
the process of education: presenting information, guiding the
learner, practicing, and assessing learning. Personally, this
initially brought up bad memories of horrid lesson plans but
as the chapter continued my mind was set at ease. The authors
make it known that all types of methods fall under each of these
categories - not just the overused, instructional methods.
The final part of the chapter
introduces the remaining chapter sections: methodologies for
facilitating learning, foundations of interactive multimedia,
and developing interactive multimedia. It will be interesting
to find out the authors' views on many of these topics.
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| Chapter
2: Learning Principles & Approaches
As the title suggests, this
chapter was indeed about various learning principles. Specifically,
the principles can be categorized into three groups: behavioral,
cognitive, and constructivist psychology principles. This chapter
sums up many of the topics we have covered or will soon cover
in the Emerging Perspectives on Teaching, Learning and Technology
class taught by Dr. Orey.
I think that it is very beneficial
to have these theories floating around in your head while creating
instruction. While it may not be as important to know each theories
name or its specifics, there is a very valid argument that in
order to aid in the learning process a designer needs to have
an understanding of how people learn.
The chapter ends with briefly
addressing the questions, "how does this relate to the
use of computers and multimedia, and designing educational software?"
The short answer: Designers of interactive multimedia should
develop an understanding of all of the principles/approaches
and create materials based upon them.
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| Chapter
3: General Features of Software for Learning
There are instructional factors
that are common to all interactive multimedia. These factors
can be divided into the following groups:
- Introduction of the program
- Learner Control
- Presenting of information
- Providing help
- Ending a program
This means that anything that can
be classified as learning/instruction software should have specific
features related to each factor. Can you imagine a program without
directions or some kind of menu? What about a program that is
made of all text and no graphics? Or even worse, a program that
gives you no control in any aspect of the software! This chapter
discussed the importance of including these factors into the design
of a program. I completely agree with the authors that all designers
need to have an understanding of these factors and their influences,
and be sure to think long and hard before cutting any of these
out of their design.
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| Chapter
4: Tutorials
My project will be a tutorial for UPS, so it seems only fitting
to read and write about the tutorial chapter. This chapter was
great. It provided insightful critical elements to a tutorial
program. I will definitely keep these ideas in mind while working
on my project.
The only negative remark I have about this chapter, is that
all of the screen shots looked so old and outdated. However,
I guess the point that simple can be effective comes across
load and clear with these screen shots. Overall, though, all
of the information in this chapter were exactly what I needed
for my project.
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| Chapter
12: Overview of a Model for Design & Development
This chapter introduces what
I will now call the Alessi & Trollip ID model. This model
emphasizes the importance of project standards, ongoing evaluation
and project management as its main components. Planning, design
and development are also each given their moment in the sun
in this model. The chapter concludes with some very useful and
detailed information about product evaluation.
This model appears very complicated
and covers project aspects in depth. I have generally been an
ADDIE fan since our first introduction. However, I am going
to try the Alessi and Trollip model for the remainder of my
project. What better way to get acquainted with a model and
realize its full potential (or pitfalls) then jumping right
in and giving it a whirl.
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| Chapter
13: Planning
Ah, the fine art of planning.
A good hour of planning will save you many wasted hours of D&D
later. This chapter provides many good examples and points out
many important aspects of the planning phase. All of the forms
seem to be good resources, especially the sample costing guide
- I always have the most trouble with cost estimate.
One bit that struck me as odd,
was the introduction of a prototype already into the scene of
the project. This seems a little early but I can image there
are times when this would be appropriate. I also really liked
the summary of the planning stage at the end of the chapter
- I am all about summaries and condensed versions as job aids!
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| Chapter
14: Design
The further along I get in this book, the more I like it.
This chapter was all about the design phase. The chapter began
with the people who might be involved with this phase, specifically
those who will be the audience of the design document. I love
that the chapter puts value on the art of brainstorming and
the sections about task analysis reminded me of being in Dr.
Branch's Instructional Design course again.
As I finished reading the chapter, I saw the value in each
of the project documentation requirements for this course. I
am pround to say that my project will have a storyboard, even
though it is not required. The chapter also deserves kudos for
mentioning the importance of client sign-off and watching out
for signs of project creep.
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| Chapter
15: Development
For some reason it always seems that everybody rushes to get
to the development phase. I guess it's the most exciting, but
I think it can also be the most frustrating. This chapter was
all about the ins and outs of the development phase of a project.
Some of the key components mentioned were: project management,
programming, graphics, video, audio, supplement materials (learner
and facilitator guides), alpha and beta testing, formative and
summative evaluation, and validation.
This chapter was amazing, yet very intimidating. All the things
to think about during the development phase of a project can
be so overwhelming. However, the chapter does make me anxious
to face those challenges and start the development of my project.
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| Appendix
A: Storyboard Forms
It was nice of the authors to
include sample storyboards. However, the first example is not
nearly in depth enough for me to every use. The second storyboard
is better, but I think I would much rather design my own storyboard
depending on the project requirements.
At UPS, we develop CBT's for
new hires or retraining and use a storyboard that starts out
with the course title, audience, time length, and objectives.
Then in a table reading horizontal for each slide, is the slide
number, image description, content, interactions/reinforcement,
and comments or questions. This is my first experiment with
a storyboard, but I like the way this one works for this type
of project. I imagine that every different type of project functions
better with a more suited storyboard.
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| Appendix
B: Manuals' Content Checklists
Appendix B is really cool! It
contains a listing for possible content in an instructor manual,
learner manual, and technical manual. I only wish that it was
in a checkbox form that I could photocopy for each project.
I often get frustrated trying to decide where to begin when
working on manuals. Thanks ALessi & Trollip!
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