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    • 1: Goal and Task Analysis
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    • 1: What is Informal Learning?
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Summer 2012 on line

This summer the live webcast will normally be held Wednesdays at 4pm Pacific time. Those unable to attend the live session can view an archived recording and participate via the course listserv.

Our first webcast will be Wednesday, May 23rd. A detailed summer schedule will be posted prior to start of class.

If you register after Tuesday, May 22nd, please email me to let me know so I can add you to the class database and listserv. Be sure to mention you're in EDTEC 671 on line.

Looking forward to working with you this semester!

Course Description

Catalog description

Advanced design of multimedia learning environments using frame-based and object-oriented approaches. Usability testing. Integration of multimedia products with instructional programs and systems.

There are two main projects in this course.

Scenario-based e-Learning

Note for Summer, 2012 students: We're in the process of rearranging some course offerings/curriculum, and, as part of the transition, this first project will be a little different this semester. Here's the scoop.

This first assignment—which until now was entitled Individualized Instruction—has, over the semesters, gradually evolved to be very similar to a project offered in EDTEC 650 Distance Education (now called e-Learning Design and Development). If you've taken EDTEC 650 in the past year or so and completed the "self-guided or scenario-based e-learning" project, you'll have accomplished much of what this project has to offer. So you have some choices this summer:

1. If you haven't designed and developed a self-guided, individualized, scenario-based, e-learning tutorial/module, we recommend that you complete the assignment as described here. If you're in doubt, the key phrase to consider is "scenario-based." This is the idea that many self-guided tutorials can be built around actual workplace or other experiences, drawing on real-life situations for presenting information and prompting learners to make choices and providing contextualized, realistic feedback based on a scenario/story/narrative. This is currently much in demand and well worth including in your repertoire.
2. But if you've already been there/done that in EDTEC 650 (or elsewhere), you may opt to do a kind of "independent study" of another current topic. For example, you might like to:
   • Design and develop a mobile learning app (if you're technically inclined, there are a variety of free or free-trial software applications for developing apps).
   • Design and develop an e-reader (not too difficult technically, but learning to make the most of e-reader multi-media and social media features should be a fun challenge).
   • Design and develop an augmented reality (AR) app (similar to a "mobile learning app" but specifically designed as AR).

If you choose the 2nd option, it'll really be much more like an "independent study" within the course. That's to say, the instructors and other participants are happy to support and guide to the best of their ability, but there won't be a formal process to lean on. You'll need to make that up yourself as part of your project. The up side is that assessment of the project is also flexible—you may negotiate outcomes and deliverables and even criteria for evaluating those with the instructors. In short, this could be an opportunity to study something you yearn to learn, but haven't yet had time to satisfy.

(The second—Informal Learning—project will be conducted as outlined below.)

The following description, then, is only for those choosing the 1st option for the Individualized Instruction assignment. We'll modify this project a little, too, moving from a frame-based approach to a greater emphasis on scenario-based e-learning, as we go along. More on that when we begin the course. Questions, contact instructor Bob Hoffman.

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The goal of this assignment is to increase skill and comfort with the design and development of self-guided learning, aka self-paced instruction, individualized instruction, and so forth. Self-guided as distinguished from instructor-led. Bear in mind that you can—and will—use both self-guided and instructor-led learning within the same course or training program—they're complimentary, not mutually exclusive. In any given situation, you might mix the two in any number of ways and proportions. But for the purposes of learning how to design and develop them, we'll work on them separately.

In this program you've experienced learning in many kinds of environments, from highly structured, step-by-step tutorials to more flexibly conceived project-based learning, and perhaps even independent study. This project is designed in a very flexible style, to accomodate individual needs and goals, and to capitalize on your maturity as independent, motivated learners. This is a type of learning most of us will do most often throughout our professional careers, and is often the "most fun" way of learning. Here's how it works.

Informal Learning

Mark Twain said, "I have never let my schooling interfere with my education." No doubt we have all felt that way at one time or another, and, in fact, it makes sense that we learn more outside of formal educational settings that we do in them, if only because we're learning all the time and we spend more of our time in the "real world" than we do in classes and workshops.

But that's not to say that we as educational technologists should ignore learning that goes on in informal settings. On the contrary, because it is so important we should be thinking about how to promote and facilitate informal learning.

And just because it is informal doesn't mean it should be disorganized. We can, and should, study how people learn in a variety of settings and find out how to help them better accomplish their learning goals.

In this unit you'll have several options, depending on your interests and proclivities. All will help you better understand what and how people learn in informal learning settings and how you as an educational technologist can help promote that learning.

Course Outcomes and EDTEC Department Competencies

EDTEC 671 features performance outcomes that directly reflect the standards that underlie the EDTEC Master's program. This page details each outcome and the competencies with which it is most closely associated.

On completion of EDTEC 671 you will be able to:

• Describe sharable learning objects and discuss their advantages and disadvantages. [Systems]
• Specify critical metadata components of a lesson, according to the SCORM standard. [Systems]
• Devise and/or select and implement a workable process for planning, designing, and developing a online multimedia tutorial learning object. [Processes]
• Select an appropriate instructional model and use it to design and develop a short SCORM-compliant tutorial. [Principles, Theories & Models]
• Apply principles of multimedia learning design, according to Clark & Mayer (2003). [Principles, Theories & Models]
• Write appropriate questions for learner practice and self-testing, and implement those questions in a Web-based tutorial.[Cognitive]
• Based on audience and content analysis, invent a novel educational hardware and/or software system. [Processes]
• Prepare a short business plan/proposal/presentation to "sell" your idea for a novel learning system. [Processes]
• Use appropriate task-analysis to generate user requirements for your novel learning system. [Processes]
• Design the main features and interface for your novel learning system. [Technical]
• Build a Web-based prototype of your learning system. [Technical]
• Present a Web-based prototype and business plan to a live audience.
  [Communication]

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