Module 12 Final Course Project: 11 SWS Scheduling and Leave Tutorial

The captivate project embedded in this blog was created in response to a scheduling and leave issue occurring in the 11 Space Warning Squadron (11 SWS) at Schriever Air Force Base. Currently, the 11 SWS Department of Training (DOT) is struggling with scheduling errors due to improper leave requests. Improper leave requests stem from new crew members failing to learn how to access the Shift Tracker resource provided by the DOT, as well as a failure to follow proper leave request procedures.

In an effort to address this issue, I created a tutorial video that walks the new crew members through each step of submitting a leave request. This tutorial was fashioned after the formatting, style, and direct nature of many existing military briefs. It was also important that this tutorial be short enough to fit into a standard in-processing briefing that also encompasses tutorials and PowerPoint slides on medical and personnel information. This importance was expressed to me during my conversation with the Training Section Chief. Therefore, this tutorial is short enough to fit in with the others while still presenting detailed information.

Reflecting on this assignment and this course has left me with some very intriguing and important take-away notions for consideration. The first take-away is that designing TEL initiatives or on-demand learning objects requires careful consideration of the intended audience. In the case of my 11 SWS tutorial, I struggled with the simple nature of the concept in a complex design forum. Wanting to implement more items, such as interactive or quiz elements, did not align with the goals of the organization. Instead, the organization wanted a simple presentation of the information that would fit in a small timeslot. Knowing the presentation had to be simple made me ever more aware of how to properly present the simple information. Many of the new crew members are college graduates who might take offense to an incredibly simple presentation. Therefore, I had to consider how to give my client what they wanted without offending the viewers.

The second take-away comes from this course in general. Prior to this class, I was under the impression that social learning networks were mostly focused in online school settings. However, my opinion on this matter has drastically changed. I now recognize that social learning can happen through many technology platforms. These platforms include YouTube, blogs, Facebook, and many others. Having interacted with all of these technology forums gives me a greater sense of worldwide socialization and learning.

The final take-away I gained from this class was how to instill confidence in my abilities to try new technology related activities. New activities included blogging and using computer programs like Captivate 8. While I still struggle with many of the features in these activities, I feel far more confident than I did at the beginning of the semester. I also know, now, that I do not have to be great or entertaining as a blogger, because the important feature is the information I share. That information could influence one of my readers and enhance their learning. Improving the learning of those I interact with has become the greater goal for my blogging efforts. I think this is a great way to practice my blogging skills while attempting to achieve a worthwhile, socially positive goal.

Overall, I plan on taking all the skills I gained from this course and apply them to my professional and personal life. Continued use of TEL practices will further my understanding on the subject and make me an active participant in the technology enhanced social learning networks across the world.

Module 9 Captivate Practice

This presentation was taken from a power point assignment created in EDOD 692A. The purpose of the initial power point was to create an on-demand learning activity that demonstrated construction of activity programming and elements. In EDOD 692A, the assignment focus was on developing classroom lesson plans, through TS Gold, for a child development center I worked for.  The power point has activity and programming slides that demonstrate the on-demand activity design process. In the narrated presentation presented above, information is provided as design element narration and programming information.

Responsive Projects in Captivate 8

As a seasoned learner, I have experienced my fair share of responsive quizzes and tests. In my most recent learning experience with the Online Plus program, I have completed numerous online quizzes. During my quiz interactions, I have often wondered how these types of interactive and responsive features are created. Fortunately, our class work with Captivate 8 has allowed me a glimpse into creating these types of responsive activities.

In Captivate 8, the activity designer can create a quiz by selecting the responsive project option. Once the necessary themes load, the designer is presented with a screen that looks very similar to power point. From this initial point, the designer can create multiple question and answer slides simply by clicking on the quiz tab. From there, the designer can add any type of question they would like with immense amounts of detail. These details contribute to the various functional components of the quiz itself.

Captivate 8 Screenshot, 2014

After seeing and attempting to use this feature in Captivate 8, I have gained a much greater understanding of how online quizzes can be created. In fact, I now understand how one of my professors was able to integrate differing types of questions (multiple choice, short answer, multi-answer, etc.) into the same quiz. Understanding the quiz development process has given me a new level of respect for teachers who use this type of responsive coursework. Captivate 8 makes the development process a little easier, however it still demonstrates the complex nature of responsive activities. In an online learning environment, teachers must anticipate and make decisions regarding every feature of the quiz. This includes the types of questions, how many points those questions are worth, what captions will appear as questions are answered, how many attempts are acceptable, and even what color the test will be. This is a stark contrast to traditional paper quizzes that require far less advanced question development options.

As my work with Captivate 8 progresses, I look forward to developing greater understanding regarding other learning features that I have interacted with in the past. I also look forward to using these features in my career as I attempt to teach and interact with others.

Development Strategies for Training

The development of training is a very detail oriented process. Prior to any training development, 5 basic questions should be asked. These questions are who is the training for, why is the training necessary, what are the intended goals of the training, when will the training be provided, and how will the training be provided? In my professional opinion, I believe all five questions rely on the single premise of alignment. Alignment, in this case, refers to a cohesive manner in which training is developed that provides clear links between the questions and organizational objectives. All too often training development fails to achieve a state of clarity and alignment which downgrades the potential for success (Actimpact Consulting Team, 2014).

As one can see from the following visual image, clarity and alignment provide a more cohesive picture when attempting to move in a particular training direction.

(Actimpact Consulting Team, 2014)

That is not to say that arriving at the same destination is not possible without alignment, however results will differ greatly. Regrettably, most training designers focus on the results without taking the time to recognize the steps necessary to achieve those results.

 

Many of us have heard the phrase, "old habits die hard." As a response to this common phrase I would suggest a method of adaptation rather than "death." Developing training can still begin with the examination of the desired results. After all, knowing what the trainer and organization want to happen is a major point of training. However, results fixation should be shifted to the five guiding questions. Focusing on these questions will provide an outline for the training process that can continually be referred back to the desired results. If the answers to the questions are not meeting the results then changes can be made. This type of development process allows for constant alignment between the guiding questions and the intended outcomes. As a result, the training program will consist of clarity and unified direction, leading to increased probabilities for success.

 

References:

Actimpact Consulting Team. (2014). Clarity and alignment produce results. Retrieved from http://actimpact.com/leadership-solutions/leadership-teams/

The Benefits of Learning Analytics

Learning analytics can be described as the practice of selecting, capturing, and analyzing data related to learners and their specified contexts (Elias, 2011). In the case of online learning, there are vast sets of educational data related to learning patterns, interactions, and achievements. In order to manage and understand this data, researchers have turned to a learning analytics methodology. Using learning analytics allows an individual to recognize apparent learning patterns and use them as an educational advantage. For example, a distance education instructor may use videos as part of their curriculum. When checking the analytics of a specific video, the instructor may notice a higher volume of views than other videos provided. Based on the level of analytic software being used, the instructor can determine if the increased viewing of the video is due to different individuals, or if the same individuals are viewing the video multiple times. If different individuals are watching the video, it could demonstrate a shared interest in the subject material contained in the video. If the same individuals are repeatedly watching the video, it may mean that the material is confusing and necessitates multiple views prior to understanding. Regardless of which path is correct, the instructor can use this information to enhance their curriculum and make the online learning experience more beneficial for the learners (Zaiane, 2001).

In our current online learning environment, we are exploring similar ways to enact learning analytics and improve our interpersonal interactions. As many discussions in this class have demonstrated, the students sharing discussions, blogs, and videos are also some form of teacher. Therefore, we must be conscientious of how our shared material effects our learners. One way to do this is to use blogging analytics.

For this class I chose to use Google Blogger. Blogger has built in analytics that can help me understand my learners. These analytics can be found on the main page, as well as under the stats icon. The stats demonstrate pageviews for the day, previous day, and month. 

Pageviews today

3

Pageviews yesterday

0

Pageviews last month

112

Pageviews all time history

112

Also included are the locations for my learners. This is a very interesting feature because it allows me to see how far my digital interactions are occurring. In the case of this class, my interactions are predominantly in North America. This is most likely due to the fact that all of our classmates are located in the United States.

Another interesting feature of the analytics is which of my blogs are getting the most traction. As a "teacher" this is incredibly important information. I can determine which blogs are of interest to my learners and focus my efforts on those subjects. This way, I am enhancing my learner interactions and providing material that is of interest to them. As many digital learning proponents argue, online learning is about learner interest and ability. Therefore, it is crucial to play to those features.

The final analytic feature that I found fascinating was the mention of page referrals. Page referrals show how individuals are connecting with my blog and how they are sharing it with others. As a first time blogger, I was always curious how my information would reach those in the vast digital world. Seeing this link between pages demonstrates the broad connections that can be made and the numerous interpersonal interactions that may be had through a simple blog post.


References
Elias, T. (2011). Learning analytics: Definitions, processes, and potential. Retrieved from http://learninganalytics.net/LearningAnalyticsDefinitionsProcessesPotential.pdf

Zaiane, O. R. (2001, June). Web usage mining for a better web-based learning environment. Paper presented at The 4th IASTED International Conference on Advanced Technology for Education (CATE'01), Banff, Canada. Retrieved from http://oro.open.ac.uk/36374/1/IJTEL40501_Ferguson Jan 2013.pdf

 

Review of Shum and Ferguson's "Social Learning Anlaytics"

Citation:
Shum, S. B., & Ferguson, R. (2012). Social learning analytics. Education Technology and Society, 15(3), 3-26. Retrieved from http://www.ifets.info/journals/15_3/2.pdf.

Summary:
This article discusses the emerging popularity of learning analytics in educational and social technology contexts. The authors postulate that as technology driven data becomes more available, the potential to improve learning outcomes through this data will become more evident. Since the social aspect of technology has become so prevalent, Shum and Ferguson propose an exploration and implementation of Social Learning Analytics (SLAs) as they relate to Technology Enhanced Learning (TEL). SLAs are grounded in learning theory and focus on elements of learning in a participatory online culture. In order to explore and implement this proposal, Shum and Ferguson establish, what they call, three important respects. The first important respect examines the current learning landscape and propensity to rely on social applications and communications to present and review information. The second important respect is the need to identify the different types of SLAs, their associated technologies, and their uses. In order to do this, Shum and Ferguson discuss five different categories of SLAs. The third important respect is implementing analytics that have ethical integrity and pedagogy which combats the power centered nature of present data control. The authors pose the argument that SLAs are a subset of learning analytics which demonstrate new skills and ideas that are developed and shared through collaboration and interaction. As Shum and Ferguson conclude, SLAs may provide ways to evolve and move forward, but there will be many changes as SLAs grow and mature.

Discussion:
After reviewing this article, it is clear that the information presented expands upon existing literature and provides a new perspective on the topic of TEL and social learning. Shum and Ferguson (2012) discuss the basic principles of learning analytics which provides clear foundational evidence for the importance of their topic. From the foundational evidence, the authors move on to discuss how the notion of learning analytics can be adapted to fit the current digital learning age. As the authors explain, there is a heavy reliance on social interfaces that influence and encourage collaborative learning. Proof of their discussion can be seen in our current technology driven society in which Facebook, Skype, blogging, online higher education classes, Youtube, and Black Board Collaborate have become the main platforms for digital learning and interaction. In order to understand how these social mediums are influencing learning, Shum an Ferguson (2012) propose an exploration and implementation of SLAs. Through this exploration and implementation, information will be revealed regarding what types of SLAs are available, how they are useful in digital learning, and how they can effect the independent digital learning pedagogy of our time. This discussion of pedagogy is arguably the cornerstone of Shum and Ferguson's (2012) new perspective and presentation of learning analytics in a social context. This new pedagogical perspective is supported by Behren's (2014) notion of a digital ocean in which assessment takes a back seat to the process of information sharing and learning.  Based on this cornerstone and support, I would say that practitioners in the learning analytics realm will possibly reconsider their positions on this topic or, at the very least, pay closer attention to its importance.   

Conclusion:
As a reader, I thought this article was very clear, concise, and interesting. During other assignments in this module I developed a different view of digital learning and analytics. However, this article broadened my understanding and actually gave me a deeper insight into the varying facets of learning analytics. This insight stems from Shum and Ferguson's (2012) initial discussion of learning analytics and how those analytics have evolved. As an active member in the digital learning environment, I have come to realize how vital social interactions have become. However, I never truly fathomed how those social interactions effect educational processes and learning. Reviewing the types of SLAs, their uses, and influences has broadened my understanding of the topic and provided relevant practice strategies that directly relate to our current society. Shum and Ferguson (2012) were also very successful in their demonstration of how learning analytics have evolved and how this evolution must also occur within our research. As the world is in a constant state of change, so too is our educational processes and interpersonal interactions. Therefore, we must evolve our methods of understanding to meet the current state. This will always require additional research and practice in order to maintain credibility and provide an explanatory scope on the current state of affairs. Presently however, there may need to be additional research conducted on how to link this idea of SLAs to other foundational digital learning principles in order to provide a more detailed picture.  

After reading this article I can see a distinct connection to our course content. SLAs are ways to assess learning in formal and informal educational contexts. In the case of digital learning spaces, SLAs allow a practitioner to see how the choices a learner makes effects their ability to learn. For instance, a learner may choose to use Youtube as a mode of learning a new skill. Youtube would be considered a TEL in which a specified technology platform is used to enhance learning and actions. Included in this platform is the ability to directly interact with other leaners and the instructor. Through the use of comments, the learner can pose questions, get answers, and even add their own information that may improve the initial presentation. This interaction would be examined under the SLA lens and provide valuable information on how that TEL succeeded or failed in enhancing the learning. In our class, we have very similar TEL and SLA interactions which describe our learning experiences. The most common would be our discussions related to module videos and presentations.

Additional References:
Behren, J. (Performer) (2014, 4, 14). Impacts of the digital ocean in education. mediasite. [Video podcast]. Retrieved from http://mediasite.colostate.edu/Mediasite/Viewer/?peid=5bff1df72e994eb3a5bb8fbac31dd3941d

 

Review of McLoughlin and Lee "Social Software and Participatory Learning: Pedagogical Choices with Technology Affordances in the Web 2.0 Era"

McLoughlin, C., & Lee, M. J. W. (2007). Social software and participatory learning: Pedagogical
          choices with technology affordances in the Web 2.0 era. In ICT: Providing choices for learners
          and learning. Proceedings ascilite Singapore. Retrieved from
          http://www.ascilite.org.au/conferences/singapore07/procs/mcloughlin.pdf

            In this article, McLoughlin and Lee (2007) discuss the current diffusion of information via technology, and how that information has increased the demand for new educational approaches which foster lifelong learning. The suggested new educational approaches would focus on knowledge acquisition and the development of skills necessary to engage with social and technological changes. Presently, McLoughlin and Lee (2007) observe that the expansion of technology enhanced learning is more focused on creating communities of learners in which collaboration and knowledge are the central focus. In the high speed world we live in now, it is posed that we need to move from traditional educational practices to a method of more active student participation regarding content and learning. Since each learner is different and possesses diverse goals and needs, there should be a more participatory learning style that aligns with these goals and needs.
          Further review of the article reveals a focus on Web 2.0 based social software tools and how those tools leverage learner choice and autonomy. McLoughlin and Lee (2007) describe Web 2.0 as a more interactive version of the internet that allows individuals to participate in information sharing rather than simply receiving. Web 2.0 applications include blogs, wikis, podcasting, social networking sites, P2P media sharing sites, and many more options. The social software in Web 2.0 supports group interactions and allows individuals to collaboratively remix content (i.e. take it, reshape it, repost it, and let someone else do the same). My favorite part of this article was the description of a Web 2.0 feature called "prosumers". In the present state of the internet, individual learners can become "prosumers," which is simply a producer and consumer of content. This description from McLoughlin and Lee (2007) is an accurate representation of the multidimensional nature of todays learners.
         The final bit of information discussed in this article is the process of incorporating collective intelligence and cooperative idea sharing into present educational practices. Todays learners in higher education want greater autonomy and ability to socially experience learning concepts (McLoughlin & Lee, 2007). Although many schools have moved from traditional modes of lecturing online, they still sit within the safety of their framework encompassed by coursework and lightly speckled with learning network opportunities. McLoughlin and Lee (2007) suggest that the most important aspect of redesigning the online educational process is to include new pedagogical methods of teaching that allow a learner to better meet their personal needs and interests.
          This article provides, what I deem to be, a new insight into the topic of Personal Learning Networks (PLNs) in social media contexts. Most of the current podcasts and articles that I have seen or read regarding this topic broadly discuss the basic elements without delving deeper. This article discusses what defines a PLN in social situations, why they are necessary, how they benefit educational contexts, and how they have evolved over time. Discussing evolution allows the reader to see where we have come from and potentially, where we may go in the future. Providing an evolutionary view on this topic may cause other practitioners and learners to reconsider the possibilities and constraints of PLNs as they attempt to integrate them into their social or educational forums.
          Overall, I would say that this article is very well written and detailed. I greatly appreciated the discussion about evolution in web processes and PLNs. I also valued the level of discussion surrounding technological affordances. McLoughlin and Lee (2007) explained that technological affordances are "can do" statements demonstrating an action an individual can perform in their environment by using a particular tool. An example of a particular tool was blogging which enables the affordances of idea sharing and interactions. After reading this section regarding affordances, I felt better equipped to determine what social interfaces are tools and what affordances those tools may provide. Providing this level of detail allowed me to become immersed in the article without fear of misunderstandings. This elevated my comfort level and interest with the presented information.
          As I move forward in my education and career, I will be sure to keep the key features of McLoughlin and Lee's (2007) article in mind. More specifically, I will pay closer attention to whether or not my interactions via classroom blogs are providing the affordances of idea sharing and interactions in order to foster a participatory learning environment. I will also consider my personal needs and goals as I continue to work through the material in this course. Most importantly, how will I promote technology enhanced learning through interesting technology mediums related to course materials. Additionally, I will also be sure to consider the evolution of social media tools as I incorporate them into my PLNs. For instance, giving careful consideration to using podcasts to communicate information rather than a more evolved technology application.
          As mentioned previously, I would guess that the notion of PLNs in social media contexts will continue to adapt and evolve as the world progresses. Based on this assumption, it could be surmised that continual research would need to be conducted to see how the technology advances are effecting and contributing to the use of PLNs. Presently, I believe that McLoughlin and Lee have represented as much information as possible, through their work and the work of others, regarding this topic.