NMIMS University, Mumbai January 29, 2011

1. NMIMS University, Mumbai January 29, 2011 Gargi Banerjee, Shruti Dere, Kapil Kadam, Sameer Sahasrabudhe, Sahana Murthy

2. In today’s workshop you will: • Work in groups, get to know colleagues from other colleges • Learn theory and practice of instructional design (ID) • Apply ID principles to develop e-learning content for your class • Identify physics concepts that would benefit from animation • Develop Instructional Design Documents (IDDs) for animating • these concepts

3. NMEICT • National Mission on Education through Information and Communication Technologies • Govt of India – MHRD initiated effort • Enhance the current enrolment rate in Higher Education from 10% to 15 % by the end of the 11th Plan period • Project OSCAR is part of this larger project

4. http://oscar.iitb.ac.in

5. Form groups • Write your preferred topics in your domain on the sheet of paper • Call out for partners! • Form groups of 3, similar topics • Name your group 3 min only -- COUNTDOWN STARTS NOW

6. Think-Group-Share What do you expect to learn from this Instructional Design Workshop? • THINK – 2 minutes, write your personal objective • GROUP – Discuss answers in group, come up with group’s objective • SHARE – with entire class

7. Technology of Education vs. Technology in Education (or Technology for education)

8. What makes an animation good? When is an animation ineffective ?

9. You decide … Long pages filled only with text. User/student treated as passive reader. Under-designed.

10. You decide … Too many focal points, frills. Content distracts from learning. Over-designed.

11. What makes an animation effective?

12. e-learning content is effective when it is based on: • Sound subject matter content • Learner-centered pedagogy • Systematic Instructional Design • Good visual design principles

13. Instructional Designing • Definition : • Instructional design is the science of creating detailed specifications for the development, implementation, evaluation, and maintenance of situations that facilitate the learning of both large and small units of subject matter at all levels of complexity. [http://www.umich.edu/~ed626/define.html ] • Steps : • Analysis • Design • Development • Implementation • Evaluation

14. Need Analysis • Example • You are running a highly successful course every semester. The college administration invites you to offer the same course as an online Program. Here however the course is not very successful. • The instructor is the same, the lecture notes are the same. Where is the gap? • Identifying the gap between current performance of your students and the expected performance.

15. Need Analysis • Let’s do another example. What are some of the problems you face while teaching your subject? • Will visualization (animation/simulation) help bridge this gap? • If yes, should you do an animation or simulation?

16. People say animation is used for.. • Cosmetic • To break the textual monotony! • Attention gaining • To break the ‘static’ monotony! • Motivation • To use the motion and interaction to motivate users • Presentation • To present the concept in a impressive way • Clarification • To use animation to explain/clarify the concept What purposes are important for you?

17. Computational power of performing calculations, and rendering the visuals for the same Movement of the components in the topic Trajectory of the of the movement Making the invisible visible (atoms, fields...) Some thoughts

18. How to choose if a conceptshould be animated?

19. Theory of selecting animation as a medium Is Trajectory and Movement inherent in the chosen topic? YES NO Animation may not be necessary. What is the purpose? What function is it serving? If Yes.. Which function does it serve? If No.. Presentation Clarification Cosmetic, Attention, Motivating... None Animation may be useful. But depends on the domain Use sparingly Animation is not recommended

20. Theory of selecting animation as a medium NO Figure 1 is sufficient Is animation inherently tied to your subject? If Yes.. What subject structure is Best classification of your topic? Procedures Concepts Facts Principles/Rules Skills • System impacted by simultaneous influences • Change over time • Not visible to naked eyes Equipment or context not readily available Animation might not be useful. Yes Animation might be useful in explaining the steps of the procedure Animation is useful in communicating No

21. Group activity !Select concept using graph • Discuss possible concepts in your group • Debate pros & cons • Choose one concept • Tell all of us your chosen concept

22. Different animations for different goals! • Who will use it? • Where will animation be used? • What do we want the users to learn?

23. Who will use the animations Learner Analysis • Pre-requisites • Prior Knowledge of topic area • Motivation to learn • Socio-economic background • Educational Levels

24. Where will animations be used • Context Analysis: • Physical [Face-to-face /Distance education program] • Technical [ Availability of the technical support] • Socio-cultural [ norms & values of the learner] • Constraints [ financial constraint, time or resource constraint]

25. Same concept, different animations • http://www.cs.stir.ac.uk/~kjt/software/comms/jasper/SWP3.html • http://www.site.uottawa.ca/~elsaddik/abedweb/applets/Applets/Sliding_Window/sliding-window/index.html • http://www.osischool.com/protocol/Tcp/slidingWindow/index.php • http://www.wetdirt.com/cisco_tranning/data/itm/routed/ip/rdiptcf.htm • http://www.theitstuff.com/cisco/ccna/learn-tcp-ip-with-beautiful-animation-video/

26. How to sequence and chunk content • Content Analysis • Chunking 1. Definition of matter1.1 Examples of matter • 2. Properties of matter • 2.1 Experiment to illustrate of Physical Property • 2.2 Experiment to illustrate Chemical property • Sequencing • Discovery Learning

27. What do we want users to learn? From syllabus ….. to learning objectives

28. Learning objectives • What do you want students to take away from the • day’s class? • – What skills, knowledge and attitudes do you want students to develop? • – How will you structure the content of your material? • – What resources and strategies will you use in your instruction? • – How will you assess the students’ learning?

29. Constructing learning objectives Indicates specific measurable performance outcome of learner

30. How to ensure users see what we want them to see? Functionality Reliability Usability Proficiency Creativity

31. Features of good animationsTeaching/learning perspective • clear learning objectives • interactive learning • constructivist approach • multiple representations

32. Group activity! • Decide the target audience (Learner analysis) • Where will the animation be used (Context analysis) • How will you chunk and sequence the content? • Write the learning objectives WRITE all your ideas This is part 1 of the Instructional Design Document!

33. LUNCH!!!

34. 3 Phases to generate animations • Concept selection • Coding

35. 3 Phases to generate animations • Concept selection • Instructional design • Coding

36. Instructional Design Document • Part 1 – Analysis – we did in morning • Part 2 – Design – now

37. Master layout • IDD template

38. What did you learn today? Content, Skills, Fun ..

39. Did we meet learning objectives of today’s workshop? • Work in groups, get to know colleagues from other colleges • Learn theory and practice of instructional design (ID) • Apply ID principles to develop e-learning content for your class • Identify concepts from your domain that would benefit from • animation • Develop Instructional Design Documents (IDDs) for animating • these concepts

40. Many thanks to … Sridhar Iyer Malati Baru C. Vijayalakshmi… and the entire OSCAR team