Introduction to Concept Maps

1. Deepak Kumar Sri Harsha Kolar Deepak Sarpangal Phuong Pham Introduction to Concept Maps Course Project, EDUC 391, Fall2005

2. INTRODUCTION • Objective • Design and develop a web-based course ‘Introduction to Concept Map’ • Instructional Systems Design Model • Analysis • Design • Development • Implementation • Evaluation

3. Cost Performance Audiences Organization Individuals needs ANALYSIS • Cost Analysis • Gap Analysis • Audience Analysis • Needs Analysis Concept map Elearning Course

4. Cost ANALYSIS • Cost Analysis • Development costs for materials • Costs of classroominstructors' time • Production costs of materials • Cost of purchasing prepackaged content • eg videos and course text • Incidental costs such as rental of equipment or space for training

5. Performance ANALYSIS • Gap Analysis • The "needs" of the organization minus the present performance level equals the gap • Gap between student’s abilities at present and their future ability ( or their abilities before and after studying the concept map course ) • Gap between the SU Education school performance now and its goal in the future

6. Organization Individuals needs ANALYSIS • Need Analysis • The "needs" of the organization minus the present performance level equals the gap • Stanford Social Science and Education schools needs to produce the best students in Education and Social Science majors in the world • Student needs to retain and apply what study and what gain from the education system to solve their future career problems

7. Audiences ANALYSIS • Audience Analysis • Background (knowledge, experience, and training) • Targets undergrad students of social science majors in Stanford University • Have a medium level of English and basic computer skills of Microsoft windows, Mac OS • Ages from 19 to 25 • Needs and interests • Interested in organizing learning materials, summarizing lectures and share with others • Prefer watching video to reading text. • Other demographic characteristics • Able to access an internet connection at home or at schools. Need to learn concept map for a short time and use it effectively for a schooling period. • Being interactive.

8. Audience Behavior ABCD Checklist Conditions Degree DESIGN – ABCD • Audience • Primary: Graduate students • Secondary: Working professionals • Behavior • Explain the components of a concept map • Describe context in which concept map useful • Create a concept map • Conditions • Given an existing concept map, using IHMC appl. • Degree • 95% accuracy

9. DESIGN – OBJECTIVES

10. DESIGN – CONTENT OUTLINE • Introduction • Concept Maps • Concept • Creating a Concept Map • Procedure • Conclusion • Assessment

11. DESIGN – RATIONALE • Multimedia Principle • Using both text and graphics enhances learning • Exceptions to Modality Principle • Practical constraints • ROI considerations • Relevance • Potential for customization • Assessment Questions • Considered audience, constraints, objectives • Multiple choice vs. “Click-in-Picture”, etc.

12. TECHNOLOGY SHOPPING LIST

13. PROTOTYPE Modules and Sub-Sections Navigation Links Clearly Defined Logo and Title Links for Smooth Flow PROTOTYPE

14. DEVELOPMENT Content Relevant Pictures

15. IMPLEMENTATION • Other Considerations • Information Architecture • Interactive Elements • Multimedia Principle • Usability • User Experience • Motivational Elements • Universal Access • Personalization Principle • Practice Principle • Collaborative Learning Principle • Learner Control Principle • Standard Tests • Accuracy Test • Functional Test

16. WEB TECH APPRAISAL

17. WBT TESTING CHECKLIST

18. EVALUATION • Pilot Field Trial • Feedback by • Observation • Video taping • Questionnaire • Assessment results • Think aloud … Application Demo...