Julie Dirksen – Usable Learning

First, Let’s talk about the audience…

• Largely female

• K-12 teachers

• Varying knowledge of e-learning

• Requested “down-to-earth” training, fun colors, lots of examples

• Prefer a video guide

• May access on an iPad

But What does that look like?

How does the teacher set up the activity?

What examples do they use?

What questions do the students ask?

What does the setting look like?

I’m looking for:ContextTriggersScenarios

Next, we look at objectives

Identify the cognitive vocabulary associated with the 8 Thinking Maps

Design guiding questions that connect your curriculum to the appropriate Thinking Map

Develop strategies to teach cognitive vocabulary to your students

The Framework I’m usingAudience Current

LevelCompetency Framework

Type(s)Proficiency Standard

Frequency of Use

Support Materials

• Information (know)• Information (access and use)• Procedure• Skill• Motivation/attitude

• Lack of feedback• Misaligned incentives• Unlearning

The FrameworkAudience Current

LevelCompetency Framework

Type(s)Proficiency Standard Frequency

of UseSupport Materials

Teachers new to program

Experienced teachers, new to thinking maps

Identify the cognitive vocabulary

Info (know)

Teacher will be able to give a verbal definition of terms

Weekly

Design guiding questions

Skill Teacher will able to come up 4-5 good questions

Weekly

Develop strategies to teach cognitive vocabulary to your students

Procedure Skill

Teacher will create a lesson plan for cognitive vocabulary

Once Lesson plan

Skill Teacher will be able to accurately respond/give feedback to student questions.

Start Prototyping

Content Writing + Development

User Testing

Watch them use it.

Assessment

Guerilla Assessment

Michael McKenzie Grant, MFA

Analysis approach

• Data Collection - from Thinking Maps website and analyzed the PPT file provided by client to determine performance need (K/S/A).

• Learner Analysis - Interviewed (3) different teachers to analyze some common beliefs/attributes of teachers and their open-mindedness and perceptions pertaining to these maps and their description of the contextual analysis involved (i.e. factors to consider in the classroom, school administration guidelines, standardized requirements/regulations).

• Conducted interview with client – Goal was to gain a description of what successful implementation does and does not “look like.”

Identified challenges• Teachers are using inconsistent methods and strategies for Thinking

Maps implementation.

• Lack of ongoing support and coaching for enhancing learner (teacher) retention of Thinking Maps for transfer on the job (in classroom).

• Not designing a “traditional eLearning course” and thinking out of the box with the learner experience.

• Gaining teacher buy-in and common perceptions of graphic organizers/learning aids.

• Learning goal impacts all (3) trainable areas: knowledge, skill, and attitude.

Inspiration & considerations1. The three learning domains (cognitive, psychomotor, and affectory)2. Gagne’s Nine Events of Instruction 3. ARCS Model for Motivational Design4. Adult Learning Theory (Andragogy – Malcolm Knowles original 4 crucial

assumptions/characteristics of adult learners)

Mixed with… The Principles and Elements of Design

Source: Richworks

Additional Considerations:

• Cognitive Load Theory• Change Management• Emotional Intelligence• Human Computer Interaction• Human Performance Improvement• Types of Memory• Behaviorism, Cognitivism,

Constructivism• Psychology of Color Associations

Proposed solution• Certification Credential in TM - Required activities to renew their certification (i.e. providing mentoring

sessions to teachers that need assistance with ideas/approaches for TM implementation and delivery, attendance of webcasts on TM sponsored by TM staff).

• Pre-Instructional Flash Video (5 minute duration) – Integrate statistics/positive results of Thinking Maps on student impact, testimonials, action shots, background music. Tap the emotional resonance of these educators – gain their buy-in for the credibility, legitimacy, and value added results these maps are proven to offer students and educators.

Note: To be shown during faculty meeting by curriculum resource teacher or school administrator for proactive change management.

• eLearning Module (30 minutes)New navigation approach: (Thumbs up / Thumbs Down) if you understand the concept and are ready to move forward, then click the thumbs up button, if you don’t understand, simply click the thumbs down and a screen appears providing more guidance as well as a “kid coach” (teacher assistant) that demonstrates two more examples.

Each thinking map lesson begins with a video demonstration from an expert teacher certified in TM.

Three sections in each of the map lessons: Purpose, Guiding Questions, Cognitive Keywords

Development tools & ResourcesProject Development Tools• Graphics - Photoshop, Fireworks, Gimp, SumoPaint.com• Interactive Development – Flash and XML

Resource Tips• Flash-template-design.com (user interface inspiration)• Flashkit.com• Actionscript.org• iStockPhoto.com (search for graphics, e.g. “motorcycle cut out” for white bkgnd)• Tin Can API • TheeLearningCoach.com (Connie offers great tips, demos)• TowardsMaturity.org (L&D White Papers/Case Studies)• Section508.gov

Mockup demonstrations

Course Progression Bar Teachers control their learning path and exploration of maps

Teacher Video Demonstration Quick video of certified teacher introducing each map

Thumbs Up – Proceeds to next section / Thumbs Down – a screen appears giving more guidance/explanation and launches a “kid coach” teacher assistant (approx 13 yr old student) that shows two more demonstrations of the map

Sections covered within each map providing instruction on Purpose of map, Guiding Questions to ask for each map, and Cognitive Keywords associated with each map

Mockup demonstrations

Mockup demonstrations

Check Mark = TrueX Mark = FalseA feedback box appears for either choice, to reaffirm the correct choice or to provide corrective guidance for incorrect choice

Performance support• Implementation Journals by Teachers (pre-formatted Word or PPT

template) Monthly submission to the Thinking Maps implementation manager, includes photos of student maps along with notes captured offering success stories and challenges experienced by students and teachers.

• Post-Instructional Events (1 hour synchronous webinar conducted by implementation manager bi-monthly).

• Ning.com private online/social community where teachers log in and share TM implementation success/challenges/strategies, photos of student work, tips, etc.

ConclusionSolution designed to offer a fun, engaging, non-traditional approach to eLearning while appealing to various learning modalities. The focus is on successful implementation of Thinking Maps into classrooms. My strategies offer pre and post instructional events to blend around the eLearning module.

Extra guidance measures implemented (Gagne inspired) with the Thumbs Down button to replace typical “Previous” button, which just returns to prior slide offering no additional explanation, just a re-read.

Nancy Hammond

Considerations

Customer needs/wants– “Down to earth” – Colorful– Examples– Prefer a video guide

– Would consider iPad– No formal assessment– Expect artifacts– Immediate use

Adult learning theoryFree (and/or open source) vs. purchased toolsExamples vs. non-

examples

assumptions

Delivery: Learners have iPads

4-day turnaround on Subject Matter Expert reviews

Best Practices employed:– Budget/timeline based

on size of work products– Quality Assurance

reviews all work products

– Document, track, and verify review comments

– Configuration Management

Instructional Designer & Developer versed in iBooks Author

Unlimited access to at least one SME

Roles involved: Program Manager, Instructional Designer, Developer, Quality Assurance

Understanding by design®

Begin with the end in mind

What essential questions will be considered?

What understandings are desired?

What knowledge and skills will be acquired?

What evidence will show understanding?

Proposed solution

iPad-based course

Delivered through iBookstore

iBooks Author app

Video, on-screen interactions, audio

Pause/thinking questions (non-assessment)

Real-life completed examples

Learner-created examples and non-examples

Reflection based on successes and difficulties

Course outline

Section 1

– Hook learner (WIIFM)– Introduction to Thinking

Maps– Video/audio: Article– Interaction: Gallery of all

eight maps– Interaction: Gallery of

completed examples– Identify four maps

discussed in this module

Section 2

– Present scenario– Introduce vocabulary– Interactions: Details of

four maps– Reflect: What do you

think?

Section 3

– Reflection: Activity

Mockup – page 1

Mockup – Page 2

Mockup page 3

Budget & scheduleWeek Deliverables Key Milestones/Activities Hours Dollars

1-2 KickoffTemplateHigh Level Design

Kickoff meetingTemplate design & approvalHigh Level Design (HLD)Customer review & approval of HLD

68.25 $ 4801.25

3-4 Detailed Design Create Detailed Design/Storyboard Customer Review & approve

65.25 $ 4553.75

5-6 Develop courseware

Implement storyboard, finalize interactions and interactive media, test course internally

54.25 $ 3155.00

7 Alpha review Customer reviews full course AlphaMini pilot by Customer

22.25 $ 1275.00

8 Beta review Incorporate Alpha commentsCustomer reviews Beta version

16 $ 900.00

9 Deliver final Customer gives final approvalDeliver courseware

4.25 $ 245.00

10 Project wrap-up Lessons Learned 0 $ 0

TOTALS 230.25 $14930.00

Resources & toolsUnderstanding by Design®Wiggins, G.P., McTighe, J. (2005). Understanding by Design – Expanded 2nd

Edition. Association for Supervision and Curriculum Development (ASCD). Alexandria, VA.

iBooks AuthorApp available in the Mac App Store.

http://www.makeuseof.com/tag/write-book-ibooks-author/