'Online Learning' Category

Professional Development and Corporate Training: The Webinar Weakness

Podcast - downloadable mp3 file.

Anyone who has taken online courses through a college or university is likely to be very disappointed by the webinars commonly offered in corporate and professional development training. Even though new versions of webinars use software such as elluminate (http://www.elluminate.com/) , which allows synchronous audio, presentation media, and streaming video, the experience often leaves a feeling that something was missing.

So, how can webinars be made more effective?

The answer lies in learning strategies.

All too often the assumption is made that if individuals can come together in a virtual space, they’ll get as much from the experience as being in the same room together. However, just as meetings can be unproductive, and classrooms boring, a virtual meeting can fall flat. Weak webinars are doubly frustrating because they implicitly communicate a negative message about learning and information technologies. Such a message is doubly ironic in a time of iPhones and ubiquitous wifi, incessant video and text-messaging.

Here are a few ways to strengthen a weak webinar:

Capture the learner’s attention at the beginning. Be catchy. Connect with your audience. Engage their emotions, pique their curiosity, appeal to their sense of self and community. By doing so, you’ll be creating conditions of learning (Gagne), and making it more likely that they will actually follow through and watch the entire webinar.

Build a cognitive framework at the beginning. Be sure to list learning objectives and outcomes. By doing so, you’re helping the learner develop schema, which can be thought of as file cabinets in working memory.
A recent article on cognitive architectures and mobile learning describes some of the processes at work
(http://proceedings.informingscience.org/InSITE2007/IISITv4p811-818Nash399.pdf ) in an effective elearning or mobile learning course.

Encourage interaction. The sage on the stage exudes authority. Although it is a good idea to establish credibility with your program (for example, the American Management Association (http://www.amanet.org/ ) touts management luminaries and gurus such as Peter Drucker in its online seminars, offered with a Corpedia.com learning management system), if your learners simply sit and passively watch, their recall is likely to be close to nil. Get them involved. Ask them to type in questions, use voice-over chat, videocast their images from webcams. Encouraging interaction will create conditions of learning.

Make it real: connect to audience experience. The American Marketing Association (http://www.marketingpower.com/ ) offers webcasts in topics that are designed to appeal to its members. With webinars (both live and recorded) in branding, B2B, direct marketing, Internet marketing, market research, marketing return on investment, marketing strategy, and more, the members are likely to find something they can relate to, and which will help them. Without an opportunity to further the connection, and to respond to questions or ideas that ask the individuals to problem-solve for their own particular needs, the audience members are likely to be bored.

Show me the money: reward the learners. Some learners are happy with the emotional “reward” that comes with interaction. It’s sufficient emotional affirmation and it satisfies their need for affiliation. Other learners are happy to be able to take a test or a questionnaire that “rewards” them by showing them how much knowledge they’ve gained. Still other learners are motivated by certificates and other ways to show they have achieved a level of professional expertise. A good example is the exam to become a Professional Certified Marketer. Ostensibly, one can take webinars, which will help an individual prepare to take the exam, which is offered through the American Marketing Association ($100 to register, $435 to take the test / discounts available for members).

Unfortunately, though, most webinars do not establish a clear pathway between their courses and a certificate, college credit-eligible course, or degree.

Repurpose with a purpose. If you’re repurposing old videos from the 60s and 70s, keep in mind that the technology, clothing, and hair styles have changed dramatically. You’ll need to remember that the anachronistic elements are potentially a huge distraction from the actual message. So, if you’re repurposing old video or media assets, be sure to do so with a clear purpose in mind. Repeat the outcomes, the categories of knowledge, the key points, and the desired outcomes. Keep the learner on track. Continue to point to the reason for the presentation or topic.

Respect culture and language. Your webinar may appeal to a very narrow audience, and yet you may need to show it to people from diverse cultures, languages, and geographical regions. Be sure to incorporate the cultural assistance you’ll need. Create a mediated space by including bilingual cues and guides, links to helpful dictionary or encyclopedia entries, and explanatory sidebars. A very useful article that addresses the issues is one on bilingual education located here: http://elearnqueen.blogspot.com/2007_02_10_archive.html A video that deals with motivation and cultural difference can be found here:
http://video.google.com/videoplay?docid=-3081767539581545454&hl=en

For corporations, professional associations, and organizations with a large inventory of stored “webinar events,” the opportunity to strengthen them and expand their reach and impact should be cause for celebration. The “Webinar Weakness” can be overcome by using effective learning strategies.

Bridging Cultural Difference

Mini-Webinar: Authenticity in Writing
Articles You May Enjoy:Quality in an Online Course (at elearners.com)Analyzing Television and Film in e-Learning. (from http://www.elearningqueen.com)Online Programs that Appeal to All Generations (at elearners.com)

Fast-Track Development of High-Quality Online Courses

The following approach represents a way to fast-track the development of online courses by using an integrative approach to develop unique, high-quality courses that reflect the core values and vision of the institution while bringing together media assets, supplemental subject matter experts, and a highly effective online instructional strategy. This article was first written in 2003, but in reviewing it, it seems to be remarkably helpful, particularly as institutions are faced with creating courses and course content for new learning management systems and technologies (m-learning, etc.).

Elements:

* Point Person in the Academic Unit: Coordinates unit-developed curriculum, courses, course descriptions, learning objectives with primary subject matter expert(s) in the academic unit.

* Instructional designer and information technology liaisons: develop templates and manage the course management system / informational infrastructure

* Template or approved course structure: This provides a consistent look and feel, as well as encouraging coordination and competence with students, instructors, and support staff

* Core textbook with extensive media asset support, including online learning elements: Although other texts and resources will be used, a well-respected, high-quality core textbook that contains high-quality media assets provides a content credibility assurance. By utilizing the streaming media, presentation graphics, audio, interactive quizzes and other features that have been developed by the textbook company, huge time and cost savings are possible. See http://www.mlearners.com for examples of content suitable for mobile devices.

* Subject Matter Expert Collaborator #1: The SME is asked to review the course from his/her unique perspective and add content, instructional guides, and directed activities. For example, SME #1 may be asked to provide historical perspectives.

* Subject Matter Expert Collaborator #2: This SME does not duplicate the work of SME #1. Instead, he/she brings a new set of assumptions and approaches to the task, and generates content that goes in a slightly different direction. For example, this SME may focus on adding connections to contemporary concerns (ethics, case studies, etc.).

* Academic Review Committee

Stages of Quality Review and Development:

Review 1: Develop a curriculum and courses that make sense in terms of institutional vision and mission. This is done by members of the academic unit, a key subject matter expert with coordination from the point person.

Review 2: Develop course descriptions. The point person works with the primary subject matter expert, with a review by the instructional designer to make sure that key points are included. It is acceptable to develop a template or form to standardize the course descriptions.

Review 3: Select texts, leverage textbook media assets and support to build a foundation.

Core text: Depending on the course, select a best-selling, widely-adopted textbook from a major textbook publisher which has significant media assets with it. This would include online content, interactive material, presentations, streaming audio and/or video, as well as a CD-ROM.

Additional required texts: Particularly in the case of graduate courses or surveys of literature, trade books which address specific topics will provide depth and breadth to the course.

Articles and online resources: Identify articles, obtain permissions, and place in the online library reserve.

Review 4: Build-out based on course objectives and textbook.

Build-out 4a: Syllabus. Develop a form or template approach in order to provide standard information. Widely-used text and logos should be made into objects and used in a SCORM-compliant manner. A standard course structure can be implemented for a unit’s online offerings, with slight variations depending on the course objectives and approach.

Build-out 4b: Meshing core textbook assets with units.

Build-out 4c: Meshing activities, supporting content, etc. with media assets from core text.

Build-out 4d: Incorporate the additional readings to add depth and breadth to the course content. This may take place in Review 5 or 6 if the SME Collaborators are charged with recommending readings and texts.

Review 5: SME Collaborator #1 — this person complements the primary unit’s online course developer and subject matter expert. SME #1 may be a part of the unit, or an outside contractor / adjunct.

Build-out 5a: Add new SME perspective — develop lecture notes, online reserve articles, additional resources. Provide the SME with a checklist of tasks in order to assure consistency of performance and that he/she does not simply repeat work already done. Carefully define SME’s focus - for example, SME #1 may be asked to provide historical perspectives, a history of key ideas and developments, and an annotated bibliography of seminal works in the field, in addition to guiding questions, sidebar items, readings, etc.

Build-out 5b: SME provides guiding questions, sidebar items, focus / talking points, recommendations on readings / texts / online reserve articles.

Review 6: SME Collaborator #2 - as in the case of SME #1, this person supports the work of the point person in the department and unit-generated content / structure. This person builds on the core course foundation that includes the primary text. SME #2’s focus can be on making connections to current contemporary situations, settings, developments.

Build-out 6a: SME follows a checklist / guidelines sheet in order to accomplish specific tasks. The focus should be carefully defined and delineated so that the work provided creates depth and breadth, always building on the work of the unit point person, unit curriculum / content experts, and SME #1.

Build-out 6b: SME provides guiding questions, sidebar items, focus / talking points, recommendations on readings / texts / online reserve articles. These follow the focus set out in the checklist and guidelines.

Review 7: Instructional Designer / Information Technology Review: The course is reviewed to make sure that objectives are being met, and to suggest places for editing, revision, or expansion.

Review 8: Alignment with Institutional and Academic Vision and Mission. Stakeholders take a look to make sure that the course objectives, instructional strategies, and course content are in line with the institution’s vision and mission, both in terms of academics and in terms of access, etc.

Review 9: Academic Review Committee - The purpose of the academic review committee is not to second-guess or “correct” the work, but simply to take a look at it to make sure it conforms with the institution’s policies and procedures with respect to Best Practices.

Review 10: Final revision before putting into course template and the course management software.

Useful Video on Certificate Courses

Building Knowledge Communities Through Shared Online Quizzes

Using social networking to develop, deploy, and share online quizzes could be a powerful way to build a knowledge community of students and educators, and to overcome the content limitations and passive learning problems often associated with quizzes.

According to educational psychologists, the problem with most quizzes is that they do not encourage active learning. Further, some test-makers focus on trick questions and they fail to cover all the instructional content. Thus, badly constructed quizzes do not really assess the knowledge they claim to be measuring.

If we reconceptualize that way that we use quizzes, there is a new, powerful paradigm just waiting to be applied to quizzes and quiz banks. If you’re thinking that this might be referring to the collaborative approach that would be found in a wiki, you would be close. What we’re really talking about is the paradigm of social networking which would employ the techniques found in MySpace, LiveJournal, webrings, blogs, iTunes, etc. Basically, we’re talking about anything syndicated with an RSS or Atom feed.

While there are repositories of learning objects that include test banks and quizzes, they do not employ the power of social networking, which includes syndication and the use of user-driven taxonomies (tag clouds or social bookmarks as used in del.icio.us).

This will change, however, as XplanaQuiz (http://www.xplanaquiz.com) takes the lead by creating a place where people can create, collaborate, and share. It is a new site, and will be constantly changing. Here’s how it is described:
XplanaQuiz is a public internet site available for publishing and viewing of assessment-based content. XplanaQuiz allows an educator to easily create and provide access to quizzes/activities. Each quiz has its own permanent URL, and each list is RSS-ready. One of the most important aspects of the site is not the quizzes but how users can access and find the content. Content is categorized by subject (predefined taxonomy), tagged by folksonomy, available via search and creator. For every conceivable topic, XplanaQuiz will possess an abundance of quizzes available for use as supplemental or primary instruction.
There are many benefits for those who choose to participate in the construction of a knowledge community and a social network for quizzes (and other learning objects and instructional material).

Learn to write better tests.
Incorporate Bloom’s Taxonomy (recall, comprehension, application, analysis, synthesis, and evaluation).
Recalling memorized information.
Construction of schemata.

Encourage students to take the quizzes as practice exams.

Link the question to the concept that is illustrated by a graphic, video, or diagram.

Edit, revise, and share questions.

Link to downloadable e-book chapters.

Link to downloadable audio review.

Contextualize within a story, narrative, or case study.

Situate the quiz with a person’s experience or background.

Encourage critical thinking by using effective techniques.
Premise - Consequence.
Analogy.
Case study.
Incomplete scenario.
Problem / solution evaluation.

The idea of using social networks to share quizzes is exciting. It reflects a commitment to developing programs that acknowledge the behaviors that people really have, rather than trying to impose an alien or awkward one on them. In the end, having dynamic knowledge communities is extremely motivating and affirming to everyone who is involved.

Useful References

Dewey, R. A. (2006) Writing Multiple Choice Items which Require Comprehension. Retrieved from http://www.psywww.com/selfquiz/aboutq.htm on March 6, 2007.

Writing Multiple Choice Questions that Require Critical Thinking. (2006) Retrieved from http://cit.necc.mass.edu/atlt/TestCritThink.htm on March 6, 2007.

Math and Mentos: How E-Learning Can Learn from Numb3rs and YouTube

What happens when you couple a YouTube sensation with actual scientific information that helps us better understand the physical world around us? What you have is a fantastic learning opportunity, and a chance to change people’s lives as they develop a thirst for knowledge and a willingness to take a hands-on, participatory approach. Television programs such as Numb3rs (http://www.cbs.com/primetime/numb3rs/) and Bones (http://www.fox.com/bones/) make math and forensic anthropology suddenly amazingly revelatory. They give people a new way to see the world.

It’s not just about watching all the series on television, though. It’s also about how good television (and good instructional design) bring together current events and issues that people really care about, and then they relate them to a story. They build a narrative of explanation and engagement.

Here’s an example. Do you remember the summer of 2006 Diet Coke and Mentos craze? I remember jogging on a sidewalk bordering a par 3 golf course near where I live. It was littered with Mentos wrappers and 2-liter Diet Coke bottles. At first I didn’t know what it was about.

Then I realized it was all about playing the cool mad scientist, creating exciting explosions. What was the cause? Perhaps you remember the YouTube sensation — EepyBird.com (Entertainment for the Curious Mind) had posted “Experiment #137,” a wild experiment using 200 liters of Diet Coke and countless Mentos to create an intricate choreography of effervescing fountains, which was billed as a mini-Bellagio.

The spectacular bursts of foam and liquid were accompanied by wonderfully retro techno, reminding one of “She Blinded Me With Science” (Thomas Dolby) or “We Are the Robots” (Kraftwerk). The video was posted and reposted on YouTube (http://www.youtube.com/watch?v=hKoB0MHVBvM ) and was embedded in websites and e-mails throughout the world.

EepyBird.com’s next production was a euphorically successful “domino effect” — Experiment #214.

Hosted by google video, almost 5 million viewers have logged in to see how 251 bottles of Diet Coke and 1,506 boxes of Mentos create explosions of liquid, not fire. It’s refreshing to see this rather than fireworks. http://eepybird.com/exp214.html

And yet, if one watches the videos alone, it’s somehow unsatisfying. What’s missing? It’s the explanation. They never say HOW or WHY the reactions happen.

The answers came one night in an unexpected way. The boxed set of DVDs I had ordered had arrived. I was watching Season Two of Numb3rs when the characters in the series re-enacted the Mentos and Diet Coke experiment for an Applied Math course, and accompanied the explosions with an explanation.

The answer involves surface tension. There is extreme change upon the sudden introduction of a highly irregularly micro-pitted gum Arabic and gelatin disc into a liquid under pressure (due to the carbonation), where the only way for gas to escape is through a narrow neck after the contact of the two creates a rapid phase change. The way the surface tension changes is explained here.

An alternative explanation is provided by AeonFlux (http://www.aeonflux.com/ /) than a person we can relate to. AeonFlux characters tend to be projections of fantasies and alter egos. On the other hand, human beings with human frailties make you feel as though the knowledge they are imparting is achievable as are their skills.

The Story. The mind makes meaning by means of stories. Predictable narratives, events, cognitive signposts, archetypes — all help you remember just how the math worked and why.

Cause-Effect. The science experiment and the math equation do not exist in a vacuum. Instead, they reside within a causal chain, and it is one that allows the viewer (or the online learner) to insert the equation in an analogous situation. For example, in one of the episodes of Numb3rs, Charlie proposes that certain acts of violence set off chains and exhibit flock behavior. There may not be anything too revolutionary in the idea of murders and retribution, but the methodology used to analyze the events and the victims lead to being able to pinpoint the individual responsible for triggering chains and long series of retribution killings.

The causal chain also helps put order into chaos and helps us understand our often inexplicable world. Instructional Design Idea: If you’re wanting to get the message across about a causal chain, one way to do it would be to have a high-impact introduction. It could be a series of giant dominoes toppling toward you. You see them coming. You see the math equation being written on a wall or etched into the air next to you. You jump out of the way, just in time…

Math Keeps Us Safe. Patterns protect us. We see this every time there is a severe weather alert. Doppler radar, wind sheer measures, etc. all form patterns. Although we may not understand the complex mathematical expressions, the differential equations, the probability and statistics, we do understand the basic expression of it. We understand that our ability to survive often hinges on our ability to detect, explain, and model patterns. Patterns often have predictive ability, which helps us immensely.

Math makes us feel secure. High Impact E-Learning Intro: Flash image of a threat — an approaching tornado? Numbers, equations could spin out from the vortex. A storm spotter enters a number in computer, makes a phone call. Flash of light, and the tornado transforms into a rainbow.

Humor. Math can be used to predict behavior, and to map affinities. Think of the claims of match.com (http://www.match.com/ ) and e-harmony.com (http://www.eharmony.com/ )

An Attainable Paradise. Numb3rs takes place in an FBI office, at crime scenes, at a cool, shambling craftsman house, and a nicely manicured college. The college and the Epps home are refuges in a tough world. This is where the love is. It’s where the math takes place.

Partnering with Technology. Texas Instruments has partnered with CBS and has developed a website that ties with Numb3rs introduction, “We all use math every day.” Located at http://www.weallusematheveryday.com/ , the site includes a wonderful repository of activities that tie together with the episodes.

One example is a worksheet to help students learn how to apply math to flock behavior, which corresponds to an episode dealing with a change of gang leadership.

The “We All Use Math Every Day”™ series is just one part of TI’s educational materials offerings: One of the most appealing underlying messages of Numb3rs is that the creativity you have is what makes you special and desirable.

E-learning techniques — both online and through mobile devices - that engage the reader and use techniques from television series and YouTube phenomena to teach math are not just teaching a subject. They’re making math and science exciting. At the same time, these approaches are teaching and modeling how to be successful and to connect life and learning in an increasingly confusing world.

Podcast / downloadable mp3 file.

First published at E-Learning Queen: http://elearnqueen.blogspot.com

E-Learning, Mobile Learning - Instructional Strategies from Television

Podcast / downloadable mp3 file

Borrowing the “in media res” techniques of popular programs, Monk, House, and NCIS, among others, can help make online and untethered mobile learning more effective. In the early days of e-learning, it was common to tape a classroom lecture, digitize it, and then stream it over the web for students to view. Sometimes it was synchronous, and one had the opportunity to use a whiteboard and text message. Needless to say, that approach was quickly discredited as passive. To solve the problem, designers started adding overlays of learning objectives and outcomes, along with review questions at the end.

Television technique: switch to “in medias res.” Literally meaning “in the middle of the thing,” this technique is employed in almost all programs designed for television, as well as a significant percentage of feature-length films. It’s a familiar technique: the viewer is catapulted immediately right into the middle of the action, usually a dramatic pivotal moment upon which the rest of the plot is constructed. For example, in NCIS (Naval Criminal Investigative Services) a spin-off of JAG, the episode opens with a 2 or 3-minute dramatic situation, usually resulting in a murder. The investigation of the murder is what constitutes the rest of the episode.

NCIS

Similarly, in House, M.D., the episodes open with a medical crisis, which takes one by surprise. We see a person going about their daily life when a catastrophic medical emergency besets them. The medical condition is life-threatening, and time is of the essence. Will the team of forensic diagnosticians be able to determine the cause before the patient dies? This adds to the urgency, as well as the emotional involvement of the viewer.

In rhetorical terms, what is activated is emotional involvement, “pathos,” to use Aristotelian terms. The situation engages the emotions, and the viewer is held, rapt, in a state of hyper-involvement and hyper-identification with the victim, and the race against time.

Typically, authority is invoked in the persona of a “difficult” voice. In this case, “difficult,” means that there is distance between the audience / listeners and the voice. Distance is created through formality, power differentials, subject-matter knowledge gaps, intimidation (shaming or threatening harm), refusal to be admitted to an “in” group.

The danger with this approach is that authority is off-putting, which can war against learning. Sometimes the most off-putting authority comes in the characters of “the professor” or the “scolding parent.” The content delivered by the authoritative voice can be more accessible when it comes packaged in a character who begins to approach that of a tragic hero, which is to say that the protagonist hero is flawed, which makes the audience identify with him or her all the more.

To be effective, authority must be mediated with human frailty.

Gregory House, M.D., of House, M.D. is a brilliant diagnostician, but suffers from chronic pain from a nerve-damaged leg and has become addicted to painkillers.

Adrian Monk, of Monk, is a brilliant detective who can hold forth on a number of technical areas, but he never bores the audience. Instead, they feel for him, they cheer him on as he seeks to overcome his obsessive-compulsive disorder, and his grief over the loss of his wife, Trudy.

Monk

Likewise, the team of agents and investigators of NCIS are brilliant, but quirky. In fact, the concept of professorial lectures is lampooned by Special Agent Jethro Gibbs, who typically cuts off the endearing yet long-winded medical examiner, Dr. “Ducky” Mallard, and asks him to keep to what is relevant. The other technical experts in the team fare no better - Abby, brilliant in all manner of forensics - computer and biological - loves the long-winded technical explanation, which is also often cut off abruptly, with the question, “How does this relate?” stated in so many words. Special Agent McGee, an MIT graduate and computer whiz is also cut off. As an audience, we gain knowledge by seeing the theories in action, applied to the case.

In NCIS, technical details, analogues, personal anecdotal asides are permitted, but only to the degree that they contribute to an understanding of the case at hand. What this means, in some terms, is that we are looking at “situated learning” in action.

In the case of House, M. D., the fact is clear that we are observing an open critique of education, and a subversion of the typical classroom lecture, filled with professorial quirks, long-winded digressions, asides, and self-serving ego inflation in front of a captive audience. The action takes place at Princeton Medical Center, a teaching hospital, and many of the episodes incorporate scenes from the lecture hall, where medical students regurgitate concepts they have memorized from their texts, and demonstrate that they have no idea how the concepts apply in real life.

Similarly, in the comedy series, Scrubs, hazing of the “newbies” often centers around the gap between “textbook” knowledge and situated, operational knowledge. The amount of information that is presented in a television drama, crime procedural, or sitcom can be quite surprising. It’s not trivia, but is situated in a real-life or life-like setting, which makes understanding, retention, and application more effective.

In a world where distance learners are likely to be very film and television literate, it is likely that they, too, feel a deep-seated disdain for subject matter authority that is dislocated from its objective correlative, which is to say, the way the subject exists in the world of phenomena.

Scrubs

What this means to all the programs seeking to repurpose old-school lectures delivered by rambling, self-absorbed professors who managed to tape themselves at a chalkboard for 30 or 40 hours is that every dime they invest in digitizing those old assets will be utterly wasted.

The charismatic professor of the past ruled through a cult of personality, and he or she elicited all the emotions that one might expect of the leader of, say, a cult or a gang of grifters.

The charismatic professor of the untethered world of mobile learning reigns supreme by encouraging extreme identification - by imbuing authority with anti-hero or tragic hero elements. If not, the dehumanizing aspects of technology will prevail, and students will simply move on to educational interactions they find more engaging.

To conclude, a few ideas and suggestions can be made, and lessons can be learned from the failures of educational programs to interest the learners. In a pragmatic sense, what this means is the following:

a) Structure audio and video in a way that dramatically captures the imagination and reflects the very heart of the concept being presented in the module or unit. One effective approach is the “in medias res” approach.

b) Find a persona who will be your subject matter expert and make him or her deeply flawed. The flawed authority figure does not need to be morally reprehensible; quite the contrary. He or she should have flaws that are more exaggerated than those of the general public, but only to the degree that the audience finds the character to be very human, engaging, and ultimately disarming.

c) Consider moving subject matter authority around. For example, if one is discussing psychological disorders, instead of focusing on a professor who will discuss facts and figures, write a script that features a person who is suffering from one of the issues under discussion. She can discuss her condition, and the compare and contrast her situation with that of others. This allows the listeners to begin to relate to it, and to connect her situation to their own. It situates the material within a real person’s experience.

Originally published at e-Learning Queen -

The Thinking Person’s Sim: ExperiencePoint

ExperiencePoint.com, a developer of simulations and serious games for business and education, offers a role-playing experience that puts less emphasis on graphics and effects and more on theory and educational support. For example, Sockeyes, a game in which the player assumes the role of the general manager of a Canadian hockey team, forces the player to make decisions, as it also forces the player to live with ambiguity and multiple outcomes, where the unstated but very real behind-the-scenes goal is to develop a survival strategy for whatever decision or outcome one might experience. As maddening as “there are no right or wrong answers” sounds, such lack of closure or certainty models the way things tend to be in the real world.

Sockeyes does not offer “extreme” animation, but uses an effective level of flash animation which is hosted on ExperiencePoint’s servers, which makes it possible for the player to avoid bulky downloads.

There is a very modest amount of voiceover (in a cute Canadian accent), which contributes to the sim’s quirky appeal. Further, the possible outcomes are sketched out, but the are largely left to the player’s imagination. Sockeyes presents a set of scenarios, asks the player to make a decision, and, instead of seeing the sim unfold graphically before one’s eyes, one is presented with text. The focus is not on the outcome, but on the factors that will influence and shape the decision-making process.

With an emphasis on process, rather than outcome, ExperiencePoint simulations challenge the players to become aware of their own thoughts, and the reasons or rationales for the decisions. In this sense, the process seems to have more in common with cognitive therapy and/or meta-cognitive analysis than Sim City. ExperiencePoint offers simulations in change management, health care management, corporate responsibility, and case studies.

One can check out Sockeyes here: http://www.experiencepoint.com

Other simulations by ExperiencePoint are very robust, and have more sophisticated graphics and animations. http://www.experiencepoint.com

Nevertheless, the core philosophy is intact: Provide the tools for decision-making; enhance the ability of the learner to become self-aware, and able to step back and look at one’s own logic (whether workable or flawed). ExperiencePoint offers two additional free simulations:

Negotiation at the North Pole: Welcome to the North Pole! It’s after the holidays and Santa, Paul the Elf, and Blitzen are thinking about trading gifts they received. See if you can broker a gift exchange that maximizes overall good cheer! http://www.experiencepoint.com/holiday/2004/

Santa’s Little Helper: Santa, fueled by the octane of Reality TV, has created a competition to find a new protégé. You are a finalist and must manage a rag-tag team of previous cast offs in one last task. It won’t be easy, but if you succeed you will earn a plum salary, sweet benefits, and the title of “Santa’s Little Helper”!http://www.experiencepoint.com/holiday/2005/

If you’ve tried out the ExperiencePoint simulations, you probably enjoy them. One of the things that is most attractive is that you do not have to download a file that is a half a gigabyte in size! The fact that it written in Flash and will work well on most browsers is very important.

With that in mind, Xplana Learning has created Xplana Sim. This means that for individuals and institutions who want a customized learning experience and game design, a new gaming/simulation environment will be available in higher education.

XplanaSim has a unique sim-authoring tool that allows clients to easily create their own, customized games. The basic structure is provided, but users can add and delete nodes, thereby constructing their own decision tree. Each node can be customized by adding various media, titles, and decision options. (from the product flyer).

Simulations and serious games that are flexible enough to support hybrid as well as 100% online delivery have the advantage of appealing to multiple learning styles, facilitating collaboration, motivating the participants, and providing a repository of documents, articles, and objects that can be utilized in future situations or scenarios.

XplanaSim episodes are created using a Flash-based role-playing simulation engine: there is no proprietary downloading necessary. XplanaSim can integrate with LMS platforms. All major types of meda are supported.

Using a flash-based simulation approach is very effective. The simulation is self-contained, and so does not require multiple players. The fact that simulations are built in flash, which can be easily integrated with instant messaging, bulletin boards or blogs, makes them perfect in conjunction with e-books and/or webinars. It also works well where access is not completely reliable, and a high-speed internet connection is not a given.

To be most effective, a simulation or serious game really does need some sort of collaboration, whether virtually (through the discussion board, e-mail, skype, etc.) or face-to-face.

XplanaSim will be available through Xplana Learning.

War Games, Serious Games: “Learning How to Learn” in a Net-Centric World

Podcast / mp3 file

The military has teamed with video game designers such as Zombie to develop dynamic, interactive games that are used to train, instruct, and even recruit. What is often overlooked is that they are extremely powerful tools for understanding learning and knowledge in the new network-centric world. The games focus on “learning how to learn” in the civilian world as well as the military / wargame world.

Future Force Company Commander, developed by zombie.com for SAIC and the U.S. Army, is a gorgeously designed game. It is clear, well-organized, and has fantastic graphics and it has a high authenticity quotient. It gives you a sense that you’re doing something in the way that it’s really done. You’re learning how to learn in the new network-centric environment. You’re teaching yourself meta-cognitive survival skills. You’re evolving into a “digital native” - made not born. It is an incredible thing to find a way to stay on the always-moving cutting edge of technology and perception.

Let’s step back a moment. I can definitely see why Future Force Company Commander could be considered a good recruiting tool for the Army, as well as a way to get the message across that “Future Combat Systems (FCS) will transform the U.S. Army’s Current Force to a more lethal, agile Future force to achieve battlespace dominance.” http://www.army.mil/fcs/f2c2/

Star Wars, anyone?

Okay, it’s not 1983, it’s almost 2007, and we really are using a lot of technology in the battlefield. But, here’s a question: Will people use the technology in the way it’s intended? If you play the game, you have to use the technology in the way the game allows you to use it.

What happens when technology is used in ways it is not intended to be used? You certainly won’t find out in a typical sim game.

But, in many ways, Future Force Company Commander goes far beyond that.

Basically, Future Force Company Commander is a simulation game, combined with elements of first-person shooter, as well as an interactive educational game. It was originally designed for officers, but it has become very popular with younger players. The settings are comprised of various battle situations. However, what the game simulates is the concept of a “wireless network-centric operating system.”

“Future Combat Systems (FCS) will transform the U.S. Army’s Current Force to a more lethal, agile Future Force to achieve battlespace dominance. The F2C2 video game demonstrates the FCS wireless network-centric operating system that seamlessly links advanced communications and networking systems with soldiers, platforms, weapons, and sensors.”
http://www.army.mil/fcs/f2c2/overview.html

The network-centric approach suggests that each node in the net is of equal strategic importance and that one can input data that matters and have a positive outcome. All nodes, all players are equally important.

Mainly, though, only the “players” on the ground die. The game conveniently glosses over that. It’s much better to be “God” in the command post. If this assessment seems a bit harsh, one has to keep in mind that there are many family members and moms of young Marines and other military professionals who are proud of their military family members and want to honor their service. At the same time, viewing war simulations elicits an emotional response. It can’t be helped, particularly when one contemplates the very real sacrifices that our military professionals make every day.

As an educational tool, I think it has enormous merit, particularly in the strategic planning and analysis phase. It does the following:

1. increases literacy by encouraging players to read the encyclopedia
2. develops land-navigation skills (map-reading, calculating distances, etc) are developed
3. initiates learners in the basic use of computers to do “command” functions (move equipment, fire weapons)
4. enhances one’s ability to read and interpret multiple sources of information and intelligence
5. provides an after-action review which allows individuals to develop meta-cognitive skills and develop “lessons learned” abilities.

Seeing is believing. The satellites are always correctly calibrated in F2C2’s sim battlespace.

The game helps explain the “every soldier a sensor” concept and it allows individuals to become “smart” in terms of sensing, encoding, and interpreting data in order to make decisions. Like all sim games, one gets to see the outcomes of one’s actions right away.

“You’ll experience an exciting range of real-time missions while equipped with the full spectrum of FCS capabilities. F2C2 shows the sophisticated sensors linked among the 18 different FCS systems, and how the FCS network quickly disperses tactical intelligence enabling soldiers to pre-empt enemy attacks and mount offensive assaults.” http://www.army.mil/fcs/f2c2/overview.html

Sim Situation: Sabalan and Dalilar. The missions emanate from this. I am reminded of Jorge Luis Borges’ poem, “Ajedrez” (A Game of Chess)

Dios mueve al jugador, y éste, la pieza.
¿Qué Dios detrás de Dios la trama empieza
de polvo y tiempo y sueño y agonías?

God moves the player, and this, the piece,
But, what God behind God initiates the action:
of dust and time and dreams and death throes?
– Jorge Luis Borges, from “Ajedrez”

As a motivational tool, Future Force Company Commander is very effective:
1. engages the emotions — is very entertaining
2. allows role-playing & one can develop sense of self-efficacy
3. gives a sense of mastery of the technology and mastery (even though the mastery is an illusion) over one’s environment

Glaring ethical problems remain, though –

1. This game could exacerbate social divides because it privileges certain learners who have had education that includes maps, outdoors, expensive computers, familiarity with certain types of equipment — excludes people who may have difficulty because English is not their native language and who have not grown up with expensive computer systems and games.

2. Players learn an approach that may or may not be the model that is the most effective for their situation; while it might be good for sequencing and staging equipment, troops, supplies, and it might be good for learning how to pace equipment, etc., it’s still a very “inside the box” experience — the players are constrained by the game itself. They are not able to use technology in “off-label” sorts of ways — the sort of ways that our enemies tend to use technology.

3. Does not include enough skill-building that most users will need. The game represents an opportunity to really help players gain the real-life skills they need (reading, spelling, algebra, geometry, etc.)

4. Exacerbates social isolation — military units consist of people who interact; the game consists of a human who interacts with avatars. The game needs more collaboration — emulate team-building, negotiating, problem-solving, conflict resolution — there is not enough interaction with “real” people.

5. Obviously, the biggest problem is FANTASY. Future Force Company Commander suggests that fighting in a war will be as stimulating, romantic, and attractive as playing a game. There is no sickness, no pain, no jealousy, no negative emotions, no sadness or homesickness, or raw, gut-wrenching fear.

Equipment you carry on your back, or, shoulder-mounted weapon. The weapon always works. No dust here, no shortages of water or food, no flu, no sand fleas, no parasites. Furthermore, the gun and ammunition do not weigh anything. It is like fighting in heaven.

Sensors do not accurately reflect human factors. Automated planning tools, real-time situational awareness, ISR and fire support planning tools are nice, but they are inadequate.

Where the game needs the most help is in emulating “situational awareness” that incorporates human factors (sickness, duplicity, false signals - false flag operations, etc.). This game makes people suckers for false flag operations, and, further, it suggests that false flag operations are by and large the only ways (besides sabotage and flooding the network with viruses) to overcome the new multi-sensor network-centric warfare. The implications are grave.

I think that Future Force Company Commander could be an outstanding educational supplement. Obviously, it would still carry the ethical baggage of romanticizing war. It also encourages people to be duped by appearances. Ground truthing is always necessary in any kind of remote sensing-based analysis.

But, F2C2 does have a great deal of merit for supplemental use in a number of disciplines and academic areas. Further, as a metacognitive tool, I think that the type of learning the F2C2 represents absolutely cannot be surpassed. The ability to take multiple data points, sift through simultaneous feeds of information, assess and position data spatially as well as temporally is, in a word, remarkable. Future Force Company Commander teaches people how to learn. Players are learning about learning in the network-centric world.

First published in e-learning queen — http://www.elearningqueen.org

Smartphone-Assisted Remote Proctoring: Resolving an E-Learning Dilemma

“How do I know that the person taking the course is the one who is doing the work and taking the tests?” That’s the first question people have when they think about e-learning. A possible solution comes from an unexpected place — from the student’s own cell phone or smartphone that has built-in video capabilities.

Older Solutions: Going to a proctored testing center

Distance learners are not surprised when they hear they have to take their mid-term and final exam at a proctored testing center. The “assessment center” can be very informal. The location of the testing center might be a room at the local library, that one enters after giving their photo identification to the proctor. Alternatively, students could take their test onboard a ship with a designated person functioning as a proctor, or in an education center on a military base.

Some colleges and universities have their own testing centers on branch campuses. Others may have contracts with Thomson’s Thomson-Prometric testing centers (http://www.prometric.com) . With more than 3,000 centers across the world, using a Prometric center provides a convenient on-site solution to testing and assessment.

Technology-Assisted Remote Proctoring

Various strategies for remote proctoring have been implemented, which include having a room with a camera streaming to a control center where people are monitoring the behaviors of the individuals after identities have been confirmed.

Remotely confirming the individual’s identity can also be done in different ways, ranging from pin numbers, thumbprint scan, photo / camera, and voice recognition.

The underlying assumption that individuals are bad and will seek to cheat and subvert the system has been questioned by many. The people who really want to cheat will do so, and the barriers will not deter them. If anything, they represent a challenge.

Smartphone-Assisted Remote Proctoring

In the future, it will be simple to ask students to use their smartphones to authenticate their identity and to provide a remote camera for proctoring. The beauty of this approach is that the learner can take the test anywhere he or she has a signal. Just dial a number, place the camera so that it follows you, and the smartphone will function as a security camera.

The Role of the Virtual Library in Academic Honesty

This may seem fairly self-evident, but if a student feels comfortable with researching his or her ideas, and becomes interested in the topic to the point that the research process itself feels like discovery (and hence, is fun), it is more likely that the student will write his or her own ideas, and not plagiarize.

The role of the virtual library can be more than that of a repository of information. It can also assume the role of the Panopticon. Here’s a great set of articles about Michel Foucault’s analysis of the Panopticon — the guard tower in the prison that provided surveillance and enforced discipline. http://www.surveillance-and-society.org/journalv1i3.htm

The virtual library makes a perfect Panopticon for the assessments and exams for an online course. The fact that there are numerous kinds of electronic resources makes the psychological impact feel “all knowing” as well as “all seeing.” The psychological impact is compounded by a sense that one’s privacy has been somehow compromised by the all-seeing smartphone, and that while one is taking a test, the cache and address book in one’s smartphone could be raided and mined for future database marketing. Personal data can be collected and sold. Images can be taken from the camera’s memory and mailed back to the student to let him or her know that “the smartphone knows” (and cannot keep its secrets)…


videographer: dave feiden If you’ve read this far, you realize that by discussing some of the security issues with smartphone-assisted proctoring, it’s clear that I believe that there are a few bugs to be worked out.

Nevertheless, where proctoring is required, we owe it to our students to make the process as painless and easy to do as possible. Otherwise, we run the risk of reducing access to education — precisely the problem we sought to correct by offering online courses in the first place (!)

Using Video Clips in an Online Literature Course - Edgar Allan Poe

Podcast

Here’s one way that one can use video clips in conjunction with creative investigation of the author’s life and life work. It is a good way to engage the students, and to provide creative opportunities for the instructor. This example uses Edgar Allan Poe.

Greetings, I’m Edgar Allan Poe. This is what I have to say about my life and my life’s work…. History has betrayed me. People think I was drug fiend, an alcoholic, a laudanum-addled madman. That is simply untrue. I am a man of extremes. My mind explores the limits. I am interested in the limits of the irrational as well as the limits of the rational. If you accept that about me, you will be able to understand my writing, and you will see how I blend the two extremes together. So, if you read my detective novels, you see a rational, logical, deductive individual confronted by crimes of passion, and by irrational, bizarre forces. The rational and the irrational come together, and the blend fascinates and disturbs.

Videography - Dave FeidenI exist at the confluence of two streams of thought and influence. On the one hand, I am the aesthetic extension of the opium-addicted poet in the British writer DeQuincey’s Confessions of an English Opium Eater. I come from the gothic tradition of Ann Radcliffe and Sheridan LeFanu, who wrote highly popular gothic tales of vampyres, mad monks, and ghoulish forces. I also echo the romanticism of German authors such as Goethe and E. T. A. Hoffmann. Hoffmann’s tales mesh the fantastic with the real world, and they admit the possibility that our consciousness transcends the body, and that there are states of mind that explore boundary regions between madness and sanity, life and death.

On the other hand, I am known as the father of the detective novel. I am a scientist of the human mind, and of human motivation. I observe signs, symbols, and patterns, and I seek to place events in logical sequences, and to locate them within their causal chains. I was writing my fiction at the same time that Charles Darwin was developing his theory of natural selection. Natural selection, as you know, is process that is fundamentally based on cause and effect. If the climate is cold, the species with thick fur coats will survive. The species evolves in response to causal forces and environmental triggers. My detective, Auguste Dupin, who appears in “The Murders of the Rue Morgue,” “The Purloined Letter,” and “The Mystery of Marie Roget,” uses deductive logic. He is a careful observer of evidence and he avoids the emotional excesses that one finds percolating through my gothic tales and my poems.

If you think about it, it is not surprising that I am caught in cross-currents of divergent thinking. I am the dark counter to the bright, optimistic mainstream approach to life that came to be known as an American vision. While the Americans around me gloried in the feats of engineering such as the Erie Canal, completed in 1825, which would provide a passage through waterways from New York City to the Great Lakes, and they spoke of “Manifest Destiny,” which suggested that it was the Europeans’ destiny to find America and to “civilize” it, I wondered where those technologies would really take us. I am a classicist at heart, and I studied work in its original Greek and Latin. There was something about the culturally philistine jocularity of the expansionists that troubled me. We assume our travels are to a destination of our liking. I question that assumption when I find myself traveling roads constructed in the service of conquest.

The American writers I meet in Baltimore, New York, and in Boston often trouble me. They adhere to a new philosophy of life, an aesthetic code, a philosophy which seems too good to be true. They are transcendentalists. They believe in a “self-reliant” neo-platonism. What do I mean by that? They pull themselves up to heaven, to unity with God and the heavens, by their own bootstraps. When I read the work of Ralph Waldo Emerson (especially his essay, “Circles”), Henry David Thoreau, or Walt Whitman, I recoil. Their boundlessness, their enthusiastic belief in interconnectedness, and their self-assured belief that mix, merge, and become all of humanity, strike me as distressingly invasive. Emerson thinks he envelopes and that he includes all of humanity when he thinks about himself and the world. To the contrary, I think he invades and engulfs. His energy is, to me, essentially violating and transgressive (but masked as virtue). Emerson frightens me. Manifest Destiny seems to somehow emerge from a transcendentalist ideal, and seems morally wrong to me. My characters live the antithesis of boundlessness. They experience the dark side of expansion. They have been engulfed, possessed, and controlled by forces larger than themselves. In my American psyche, I counter the cheery optimism that the Erie Canal and Westward Expansion engender with zombies, ghosts, demonic forces, and people possessed by the spirits of houses and the past.

I am known for things I was never guilty of. My real vices are less well-known. I was expelled from college for unpaid gambling debts. I enlisted in the military, did well and was promoted. But later, I was dishonorably discharged from West Point. Even my death has been used against me. No one really knows how or why I died. It remains a mystery. And yet, posterity has it that I died from extreme intemperance. That was just not true.

first published at the fringe journal http://fringejournal.blogspot.com

The Moodle Manual

Packt Publishing has just released Moodle: E-Learning Course Development — A complete guide to successful learning using Moodle, by William H. Rice, IV. Moodle is the highly popular open-source learning management software that was recently thrust into the spotlight as Blackboard took legal action against D2L in an attempt to restrict and /or limit the way that educational software companies develop learning management systems.

Packt’s Moodle is a fantastic resource, although the title is a bit misleading. It is, in reality, a technical manual for using Moodle. It has very little to say about e-learning, except in the sense that it is implicit that learning via Moodle is e-learning. Its major deficiency is that it does not include any elements of instructional design that would allow a user to start developing courses that are pedagogically sound in terms of commonly accepted best practices for e-learning. Further, it does not contain templates for typical courses, which would also be quite valuable for institutions that would be most likely to be interested in open-source learning management systems.

mood.png
Link to the book and information: http://www.packtpub.com/moodle/book

The book begins by discussion how and why the Moodle e-learning paradigm emphasizes collaborative, interactive, engagemement — with the content, with other students, and with the instructor. Moodle is serious about this. It allows discussion boards, but also contains the capability of incorporating a wiki.

The book contains a step-by-step guide for installing, configuring, creating courses, and managing content.

Because Moodle is open-source, the weak link is almost always the documentation and the training. Documentation support that is clear, well laid out, understandable, and supported with screen shots and graphics is a lifesaver. I would imagine that every institution that is using Moodle (or considering it) will want to buy a copy of this manual for every person on their tech team.

Thoughts on e-learning / mobile learning: E-Learning Queen

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Thoughts on learning management systems, e-learning, and more. Viva open source! (videography by dave feiden)