Immersion Fall 2008 Final Presentation

1. Immersion Fall 2008 Final Presentation Presented By Heather Hampton-Barclay MonuHarnal Carl Hayes Rachel Hudson Jennifer Loach Cammise McInnis John Oluyomi Eric Rose

2. Introduction • Performance Analysis • Needs Analysis • Persona 1 • Persona 2 • Strategy Documentation • Concept Map • Competitive Analysis • Content Inventory

3. Introduction • Design Documentation • Site Map • Use Cases • Flow Charting • Wire Framing • Visual Design • Prototype • Camtasia • Audacity • Goals for Next Semester

4. Performance Analysis

5. PerformanceAnalysis The purpose of a performance analysis is to conduct a preliminary investigation into the needs of the client.

8. Priorities for Support, Training & PrototypeDevelopment • A prioritized list of tools that can be integrated into T/TAC Online. • A demonstration of those tools and associated performance support systems. • A demonstration of the use of these tools in a virtually collaborative setting • A more visual web interface • A means of enticing new authors to create Webshops

9. Needs Analysis

10. Needs Analysis Findings

11. In Terms of Support • Preferences • Assistance from an experienced user • A formal training workshop • Things to Consider • How to Guide • Online Help Menu • Video Tutorial

12. Current Technology Levels (Tools)

13. In Terms of Delivery Preferences: Simulations and demonstrations Video/ Self-running PowerPoint Presentations Audio Assessments

14. Performance Support Needs • Translate face-to-face training to eLearning • Formatting and functionality of T/TAC Online and Webshops • Staff’s access to and use of media-development tools • The appeal of training to end-users • The number of staff creating webshops

15. Recommended Design Direction • Recommend tools and provide support that meets the staff's needs effectively and efficiently • Make the process of creating Webshops more efficient by updating the template interface • Design an “ideal Webshop” that demonstrates what good interactive training looks like and how to develop it using our recommendations and designs • Research and develop a system of interaction between T/TAC staff collaborating on projects

16. First Persona-Previous Author • Name: Carol Hesse • Age: 49 • Job Title: Assistive Technology Specialist • Length of time in position: 21 yrs • Education: Masters Degree in Special Education

17. Carol Hesse • Not tech savvy, except MS Word and PowerPoint • Like the current template system but feel limited • Would like to see auto save • Would like automatic HTML formatting options • Would like collaboration • Video • Narration

18. Second Persona-Potential Author • Name: Nellie Newman • Age: 37 • Job Title: Instructional Consultation Team Specialist • Length of time in position: 3 months • Education: Masters Degree in Special Education

19. Nellie Newman • Not Tech Savvy • Want support • Would like feedback • Would like to be able to collaborate • Want the goals and objectives clearly displayed

20. Strategy Documentation

22. Competitive Analysis • T/TAC Online Training competitive analysis • Various competitive advantages • Tools and Support • Website Interface • Ideal Webshops and E-learning • Social Networking • Design solution and direction based on Needs Analysis

24. Prototype Design Plan • Recommend tools that will meet with TTAC staff’s need to create interactive and dynamic training. Provide support for these tools that meets the staff’s needs effectively but also efficiently. • Make the process of creating Webshops more efficient by updating the Webshop interface and providing support for teachers that pertains to creating learning environment online, specifically in TTAC Online. • Design an “ideal Webshop” that demonstrates a) what interactive and dynamic training looks like and b) how to develop it using the available systems provided by TTAC organization and the Immersion Team’s recommendations and designs. • Research and develop a system of interaction between a) TTAC staff collaborating on training, b) TTAC staff and learners using their Webshops, and c) learners who have used Webshops and want to share their ideas with others.

25. Content Inventory

26. Content Inventory • “How to use” software to create Webshops • Template Enhancements • Support/Help in Online Training Tab • Online Training Page • E-Learning (best practices to create Webshops) • Social Networking (Internal for T/TAC Staff) • Headings • content • content details • example URL

27. Design Documentation

28. Design Documentation

29. Site Map KEY

30. Site MapNew Pages – Staff Login View • Staff Page • My Online Training • Webshops • Workshops • Support • Collaboration • Adobe Connect • Discussion Forum • Staff Library

31. Usage Driven Design • Define successful websites? • User interface/experience • Ease of use • Ease of navigation • What drives design • User/target audience • Create standards for Development

32. User vs. Usage Driven Design • User Driven: • Limited to what user wants and not to needs • Usage Driven: • Rolesusers play in relation to the system • Structure of the work users need to accomplish within the system • Organization of the content and how it supports the user interface

33. Collaboration

34. Gather Information

35. Create New Webshop

36. Support

37. Flow Charting The proposed Staff Page • Create a New Webshop • My Online Training • View My Online Training • Support • Collaboration • Staff Library • Personal Profile T/TAC Staff Page Flow Charting

38. Wire Framing

39. +

48. Goals for Next Semester

49. Goals for Next Semester • Flesh out other pages such as Collaboration, View My Online Training, Personal Profile, and Staff Library • Develop in-depth support tutorials for Camtasia, Audacity, and Captivate • Conduct user testing and formally evaluate our prototype