Introduction to Concept Introduction to Concept MapsMapsCourse Project, EDUC 391, Fall2005Course Project, EDUC 391, Fall2005
Deepak KumarDeepak Kumar
Sri Harsha KolarSri Harsha Kolar
Deepak SarpangalDeepak Sarpangal
Phuong PhamPhuong Pham
INTRODUCTIONINTRODUCTION Objective Objective
Design and develop a web-based course ‘Introduction to Concept Map’Design and develop a web-based course ‘Introduction to Concept Map’
Instructional Systems Design ModelInstructional Systems Design Model AAnalysisnalysis DDesignesign DDevelopmentevelopment IImplementationmplementation EEvaluationvaluation
Concept mapElearning
Course
ANALYSISANALYSIS
Cost AnalysisCost Analysis Gap AnalysisGap Analysis Audience AnalysisAudience Analysis Needs AnalysisNeeds Analysis
CostPerformance
Audiences OrganizationIndividuals
needs
ANALYSISANALYSIS Cost AnalysisCost Analysis
Development costs for materialsDevelopment costs for materials Costs of classroomCosts of classroom instructors' timeinstructors' time Production costs of materialsProduction costs of materials Cost of purchasing prepackaged contentCost of purchasing prepackaged content
eg videos and course text eg videos and course text Incidental costs such as rental of equipment or space for Incidental costs such as rental of equipment or space for
trainingtraining
Cost
ANALYSISANALYSIS
Gap AnalysisGap Analysis The "needs" of the organization minus the present performance level equals the The "needs" of the organization minus the present performance level equals the
gapgap
Gap between student’s abilities at present and their future ability ( or their Gap between student’s abilities at present and their future ability ( or their abilities before and after studying the concept map course )abilities before and after studying the concept map course )
Gap between the SU Education school performance now and its goal in the futureGap between the SU Education school performance now and its goal in the future
Performance
ANALYSISANALYSIS
Need AnalysisNeed Analysis The "needs" of the organization minus the present performance level The "needs" of the organization minus the present performance level
equals the gapequals the gap
Stanford Social Science and Education schools needs to produce the best Stanford Social Science and Education schools needs to produce the best students in Education and Social Science majors in the worldstudents in Education and Social Science majors in the world
Student needs to retain and apply what study and what gain from the Student needs to retain and apply what study and what gain from the education system to solve their future career problemseducation system to solve their future career problems
OrganizationIndividuals
needs
ANALYSISANALYSIS Audience AnalysisAudience Analysis
Background (knowledge, experience, and training)Background (knowledge, experience, and training) Targets undergrad students of social science majors in Stanford UniversityTargets undergrad students of social science majors in Stanford University Have a medium level of English and basic computer skills of Microsoft windows, Mac OSHave a medium level of English and basic computer skills of Microsoft windows, Mac OS Ages from 19 to 25Ages from 19 to 25
Needs and interestsNeeds and interests Interested in organizing learning materials, summarizing lectures and share with othersInterested in organizing learning materials, summarizing lectures and share with others Prefer watching video to reading text.Prefer watching video to reading text.
Other demographic characteristicsOther 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.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.Being interactive. Audiences
DESIGN – ABCDDESIGN – ABCD AudienceAudience
Primary: Graduate studentsPrimary: Graduate students Secondary: Working professionalsSecondary: Working professionals
BehaviorBehavior Explain the components of a concept mapExplain the components of a concept map Describe context in which concept map usefulDescribe context in which concept map useful Create a concept mapCreate a concept map
ConditionsConditions Given an existing concept map, using IHMC appl.Given an existing concept map, using IHMC appl.
DegreeDegree 95% accuracy95% accuracy
ABCDChecklist
Audience Behavior
Conditions Degree
DESIGN – OBJECTIVESDESIGN – OBJECTIVES
COURSE OBJECTIVESCOURSE OBJECTIVES PRIORITY / WEIGHTPRIORITY / WEIGHT
Given an existing Given an existing concept map, explain concept map, explain the various the various components. components.
20%20%
Describe when and in Describe when and in what context a what context a concept map would be concept map would be useful.useful.
40%40%
Using IHMC Using IHMC application, create a application, create a concept map with 95% concept map with 95% correct steps. correct steps.
40%40%
DESIGN – CONTENT DESIGN – CONTENT OUTLINEOUTLINE
IntroductionIntroduction Concept MapsConcept Maps
ConceptConcept Creating a Concept MapCreating a Concept Map
ProcedureProcedure ConclusionConclusion AssessmentAssessment
DESIGN – RATIONALEDESIGN – RATIONALE Multimedia PrincipleMultimedia Principle
Using both text and graphics enhances learningUsing both text and graphics enhances learning Exceptions to Modality PrincipleExceptions to Modality Principle
Practical constraintsPractical constraints ROI considerationsROI considerations
RelevanceRelevance Potential for customizationPotential for customization
Assessment QuestionsAssessment Questions Considered audience, constraints, objectivesConsidered audience, constraints, objectives Multiple choice vs. “Click-in-Picture”, etc.Multiple choice vs. “Click-in-Picture”, etc.
TECHNOLOGY TECHNOLOGY SHOPPING LISTSHOPPING LISTProducer Host Customer
Hardware Dell desktop,Toshiba, Dell and Compact laptops
2-Dell servers:1 for data, Email.1server for multimedia and application.Network Adapter -Intel Pro 1000MT Dual Port
SU library and lap computers; Su students’ laptops
Network connection
Speed: DSL100 MBps
Speed: DSL100 MBps
Speed: DSL+ 10MBps
Software DreamWaverScreen capture: CamtasiaCaptivate
Web Server: Apache, MySQL, PHP;File Transfer –SecureFX,OS server: LINUX
Internet browser: IE 6.0; firefox;OS platform: windows; Mac, Linux, real player
PROTOTYPEPROTOTYPEP
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Navigation Links Clearly Defined
Links for Smooth Flow
Modules and Sub-Sections
Logo and Title
DEVELOPMENTDEVELOPMENT
Module Title Introduction
Topic Title Course Overview
Welcome to the course Introduction to Concept Maps! This course aims to explain Concept Maps, the advantages of using Concept Maps, and how to create and use Concept Maps using the Institute for Human and Machine Cognition (IHMC) Concept Mapping tool to organize your ideas.
Audience * Primary: The primary audience group for our
Concept Map Basics course is Graduate students.
* Secondary: The secondary audience group for our Concept Map Basics course is working professionals.
Relevant Relevant PicturesPictures
ContentContent
IMPLEMENTATIONIMPLEMENTATION
Standard TestsStandard Tests Accuracy TestAccuracy Test Functional TestFunctional Test
Other ConsiderationsOther Considerations Information ArchitectureInformation Architecture Interactive ElementsInteractive Elements Multimedia PrincipleMultimedia Principle UsabilityUsability User ExperienceUser Experience Motivational ElementsMotivational Elements Universal AccessUniversal Access Personalization PrinciplePersonalization Principle Practice PrinciplePractice Principle Collaborative Learning PrincipleCollaborative Learning Principle Learner Control PrincipleLearner Control Principle
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Title: Introduction to Concept MapsURL (if any): http://ldt.stanford.edu/~deepakk/concept/maps.htmlSubject Area: Software ApplicationAudience: Graduate studentsLength: Sequence: Linear and modular Objectives: Given an existing Concept Map, explain the various components of the Concept Map.Describe when and in what context a Concept map would be useful.Using the IHMC application, create a Concept Map with 95% correct steps.
High Medium Low CommentsMeets curriculum needs [√] [] []Accurate & Current [√] [] []Clear and concise [√] [] []Arouse motivation [] [√] []User Control [√] [√] []Help/User Guide [] [] [√]Navigation(ability) [√] [] []AVG Page Load [√] [] []
Web Technologies incorporated:[√] HTML Pages [√] Flash [] Animated GIF [] CSS[] Meta Tag [] Java [] Javascript[] ActivX[] Other, Specify: [] Streaming Video [] Non-streaming Video
Client Network Bandwidth to the Internet[] <56Kbps []>1.54Mbps [√]>10Mbps []>1Gbps []___________
Client Device: [] PDA []Cell phone [√]PC []Other, specify_____________
Browser: [] Netscape Navigator [√]Internet Explorer [√]Firefox
Description of Hosting Infrastructure if knownServer:___-_____________________________________________________________Network:__-____________________________________________________________Other:_____-____________________________________________________________(OS, Database, Application – Windows 2003, Solaris, Linux RedHat, PHP, IIS, Apache, Oracle, MS SQL,
MySQL, etc.)
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Testing parameters Checked?(Yes/No)
Comments
Language
Language is grammatically correct
Sentences use active voice
Course is free of typographical and spelling errors
… … moremore
Assessment
Assessment questions are challenging, with plausible distracters (not giveaways)
Assessment distracters are not ‘None of the above’ and ‘All of the above’
… … moremore
Graphics
Graphics do not have any dithering, artifacts, and pixilation
Graphics are not stretched or skewed
Graphics are the same size on all pages
… … moremore
Standards
Module pages use correct page numbers
Correct font style and size for page titles, subheadings, and content
Standard lines for course introduction and conclusion
… more
EVALUATIONEVALUATION
Pilot Field TrialPilot Field Trial Feedback byFeedback by
ObservationObservation Video tapingVideo taping QuestionnaireQuestionnaire Assessment resultsAssessment results Think aloudThink aloud
… … Application Demo...Application Demo...