technical
Use software and other tools appropriate to the task.
Tutorial: Coast Guard structural container inspections
Reflection
In my EDTEC 671, Learning Environment Design individual instruction project, I used the assignment to practice with Adobe Captivate. Using Captivate for my frame-based instruction project on teaching Coast Guard container inspectors new regulations helped me to increase my technical development skills. I found Captivate a great instructional tool and less challenging than Flash. It was also great for frame based learning applications. In my tutorial, I was able to build on my EDTEC 544 & 541 technical skills. The end result was a development project I was proud of and is currently being utilized by Coast Guard units.
Captivate’s tutorials helped me visualize and develop my project. The tutorials also challenged me to do similar value enhancing instruction. Despite Dr. Hoffman’s warning on “extending my scope” for my small project, I ended up with three lessons and 59 slides culminating in a cognitive branching scenario final test. I devoted more time to my project than required, but I was rewarded by its final look and actual training use.
What I ultimately wanted to show from my tutorial was the ability to apply the e-learning principles we learned from web and instructional design. As I developed the lesson, media pictures, practice questions and feedback, I focused on presentation and on how the elements would appear to the learner. I applied R. C. Clark and R. E. Mayer’s (2003) principles for e-learning. This included using the Multimedia Principle for relevant graphics and text and the Contiguity Principle for presenting the data in a consistent manner. For this example, I used a left-hand column text and a right-hand column for supporting images (as shown in the screen shot).
In the beginning, I was faced with the opportunity to decide which instructional method to base my tutorial on. I decided to incorporate both the constructed-response linear style (Skinner) for frequent near transfer procedural testing like measuring container damage, as well as the less restrictive programmed learning style (Crowder) for far transfer problem solving material such as when to apply control measures for damaged containers. In learning about both Behaviorist methods, I was exposed to the Stikky learning theory where I liked the aspect of small units, sequenced, illustrations (real photos) on every page, and frequent testing (14 practice quizzes) with instant feedback.
The elements I learned from the Stikky principles led to incorporating problem solving Cognitivist elements with Captivate’s branching scenario-based tutorial template. The branching scenario, which I used for the post-test was fun to design and allowed the learner to walk through an inspection and apply the three skills they had previously learned. Each challenge (six in all) was met with either reinforcement for the right decision or feedback on what went wrong or a return to the challenge slide. The scenario post-test provided for authentic and attention getting training that closely mirrors inspection issues that would be encountered in the field.
With the help of the tutorials, support from the class listserve, the few problems with the Captivate software were decreased. I gained a good handle on frame timelines and small nuances that would affect the slide performance, such as fading in and out and navigation issues. And, by using PowerPoint as a low fidelity prototype tool it helped with my designing framework. Overall, The tutorial shows my ability to move from concept to development, and implementation to evaluation.
In my studies, I didn't have many opportunities to develop instruction for actual use. This technical assignment helped me with my EDTEC confidence. I found that Captivate has a simplicity and effectiveness in a wide variety of training opportunities and can quickly be designed for prototype or for SCORM application.
References
Clark, R. C., & Mayer, R. E. (2003). E-Learning and the science of instruction: Proven guidelines for consumers and designers for multimedia learning. San Francisco, CA: Pfeiffer.
Secondary Artifact
Bird Rock-by-the-Sea: Beach access and shoreline informational website. (EDTEC 541). A website built in Dreamweaver sharing information on the San Diego coastal community of Bird Rock.
Data-based decision making | Communication | Cognitive
Interpersonal | Principles, Theories & Models | Processes | Systems
Copyright © 2007 by John Bannon, all rights reserved.
Department of Educational Technology
San Diego State University
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