Configuration Control

According to Lee/Owens there is only one step in the configuration control procedure and that is creating the plan. Your plan can be as complicated as you want it to be, but the more complicated it is the slower the project will progress. You should keep both an electronic and hard copy of your plan, so that if one or the other is lost or corrupt then you have a backup.
According to Lee/Owens example of how the plan process should flow: first the plan starts with the author who gives it to the gatekeeper, then the gatekeeper gives it to reviewers to review, then they give it to gatekeeper who returns it to the author, then the author makes changes and gives it back to the gatekeeper to start the cycle over again until no further changes need to be made.

Media Specifications

Lee/Owens says there are four approaches to learning: Visual, Auditory, Olfactory, and Tactile or Kinesthetic.
Visual approaches to learning uses things that the student can look at, video, computer screen, books, etc. Auditory approaches to learning use things that the student can listen to, music, tapes, etc. Olfactory approaches to learning use things that the student can smell or taste, food, spices, burning smell, etc. Tactile or Kinesthetic approaches to learning use things the student can touch or change, models, equipment, etc.
Lee/Owens says there are seven steps in the process of defining media specifications: 1) Define the look and feel of the theme, 2) Define the interface and functionality, 3) Define the interaction and feedback standards, 4) Define the video and audio treatments, 5) Indicate text design standards, 6) Prepare the graphic design standards, and 7) Decide on animation and special effects.
In step one, you want to brainstorm and list all the possiple themes that could fit your specific topic. Then decide on which is the best. In step two, you want to look at your theme, audience, and environment of the class and determine the best way to present your lesson. In step three, you want to figure out how many interaction you want the students to have. Do you want hands on stuff or just asking them questions every now and then. In step four, you want do decide on if your lesson needs extra things like videos, sounds, and pictures to help you get your points across. If you do then determine what you need based off your audience and environment. In step five, you want to determine things like font styles, font sizes, and colors for your presentation. In step six, you want to determine things like file type, file sizes, and naming conventions. In step seven, on want to decide on if animations and special effects will help or take away from your lesson. If it will help you get the points across determine what effects you want to use.

Lee, W. W., & Owens, D. L. (2004). Multimedia-based instructional design: Computer-based training, web-based training, distance broadcast training, performance-based solutions. San Francisco, CA: Pfeiffer.

Project Schedule

According to Lee/Owens there are three steps to creating a project schedule: 1) Document general project information, 2) List project deliverables, and 3) Schedule project activities.
In the document general information step, you want to look at what the business is currently doing and the purpose of the project. You also want to figure out the desired outcomes of the project. In the list project deliverables step, you want to consider what milestones or major deadlines that you have in the project. In the schedule project activities step, you need to make sure that all key members know their roles and responsibilities. Also, you need to make sure that you meet all of your deadlines for the project.

Lee, W. W., & Owens, D. L. (2004). Multimedia-based instructional design: Computer-based training, web-based training, distance broadcast training, performance-based solutions. San Francisco, CA: Pfeiffer.

Online Learning Changing Education

Beaufort says that in 2002 about 1.6 million students were enrolled in at least one online class, and in 2005 about 3.2 million students were enrolled.
I agree that online classes are a great way of learning and just about anything can be taught electronically. Online classes allow the students to do the classwork on their own time with set time limits instead of having one set time everyday of the week that you have to sit in a classroom.
"More of the professors are starting to realize, 'Hey, I can use animations and illustrations instead of drawing on a blackboard,'" Draper says.
This is another cool thing about online classes for those that know how to use the technology. And it is easier to erase things on a virtual drawing board than the chalk board. Also it doesn't leave the residue behind that you have to write over.
"It usually takes a professor about five months to put together a course manuscript," Draper notes, and an additional five months to seven months are needed to develop and test the course.
This is one of the downsides to using virtual classrooms or online training, but in most cases the benefits outweigh the disadvanages. It may take a long time to make the class from scratch and get it running, but you dont have to do it again once you are finished. You can keep using the same classes over and over again once they are finished and just add in updates as the years go by.

Online Learning Changing Education BYU NewsNet (UT) (08/23/07) ; Beaufort, Kiku

Multimedia Instructional Design

In my opinion the design phase is one of if not the most important parts of the design process. The design phase is the planning phase and is the most fun, because you can let your imagination run wild. Lee/Owens says that planning is the most important factor of a project and projects often founder because of failure to adequately plan.
Lee/Owens says that the outcome of this phase is the course design specification (CDS). CDS contains the following elements: 1) Schedule, 2) Project team, 3) Media specifications, 4) Lesson structure, and 5) Configuration control and review cycles.
The schedule outlines the dates of when current key events are supposed to take place. Project team is the group(s) of people working on the project. Their duties and responsibilities should be outlined. Media specifications includes the document types, presentation styles, text, grammar, graphics, fonts, themes, and editing symbols. Lesson structure describes the flow and structure of the lesson, the tests, and user control. Configuration control and review cycle describes how media is designed and managed and the process for conducting reviews.

Lee, W. W., & Owens, D. L. (2004). Multimedia-based instructional design: Computer-based training, web-based training, distance broadcast training, performance-based solutions. San Francisco, CA: Pfeiffer.

Affective Domain

Continuing from class today, I've had my experience with major sleep deprivation while I was in my Officer training courses for the US Army. Candidates undergo lots of sleep deprivation to see how well you react under high levels of stress. You have to learn to adapt and overcome the side effects or you could get someone hurt or killed.

Objective Analysis

Lee/Owens says that there are seven activities involved in performing an objective analysis: 1) Decide on domains, 2) Decide on level, 3) Write a goal statement, 4) Write performance objectives, 5) Engage in a group discussion, 6) Separate terminal objectives from performance objectives, and 7) Seperate lesson objectives from performance objectives.
When deciding on domains there are five demains to consider: 1) Cognitive, 2) Affective, 3) Motor, 4) Psychomotor, and 5) Metacognitive.
Lee/Owens says thats the cognitive domains deal with levels of discriminations, concrete concept, defined concept, rule, problem solving, cognitive strategies, and verbal information. They say that affective domains deal with levels of receiving and responding, valuing, organization, and characterization. They also say that motor and psychomotor domains deal with levels of reflex movements, basic movements, and perceptual.
When writing your goal statement you need to know what overall outcomes you want to achieve and focus your statement on thoses results.
Lee/Owens says that there are five parts to writing a performance objective: 1) Situation, 2) Learned capability, 3) Object, 4) Action verb, 5) Tools, constraints, and conditions.
Next you want to start a group discussion in order to find out what others think about your objectives. This will allow you to find out what areas you need to work on some more or clarify.
Next you want to seperate the different parts of the objective. Lee/Owens says the terminal objective comprises the situation and learned-capability portions of the performance objective. They say you separate lesson objectives from performance objective by removing the learned-capability from the latter.

Lee, W. W., & Owens, D. L. (2004). Multimedia-based instructional design: Computer-based training, web-based training, distance broadcast training, performance-based solutions. San Francisco, CA: Pfeiffer.

Situational Analysis

Lee/Owens says that there are three activities involved in performing a situational analysis: 1) Analyze the job environment, 2) Analyze delivery environment, and 3) Document the results.
Analyzing the job environment is the process where you go to the job site and check out what goes on on an average day. Lee/Owens says you should look for the following factors: Physical and environmental factors, management support, teamwork, empowerment, delegation and control, feedback, work processes and policies, safety issues, and coaching and mentoring.
Analyzing the delivery environment is the process of comparing the training areas to the work areas and determine how the training areas influence transfer of learning. Lee/Owens says you should consider the following factors: Access to training facilities, availability of instructors, coaches, and mentors, and physical and environmental factors.
You should always document your results, so that you can use them for other phases in the needs assessment. They will be a great mind jogger in the future. Lee/Owens says you should, "Be particularly sensitive to employee confidentiality and how results of the analysis are reported."

Lee, W. W., & Owens, D. L. (2004). Multimedia-based instructional design: Computer-based training, web-based training, distance broadcast training, performance-based solutions. San Francisco, CA: Pfeiffer.

Learning Changes

How does Elliott Masie’s discussion of how learning is changing compare to your beliefs and assumptions about training, learning, and technology?
Elliott Masie discusses some of the ways how learning content/classes are getting shorter and the demand of receiving the information is increasing to want it faster and faster. I agree with him and have experienced this throughout my military career. Most of the training that used to take months of classroom time are now being given in weeks, because of our advancements in technology. Elliott Masie discusses changing learning systems. I believe that this topic is very important because society today is developing more around the new technology and spending less time around older learning styles. A good example of these is in todays world we spend more time finding new ways to upload books on CDs or the internet than people used to spend reading them.

http://www.learning2007.com/l7-blogs/l7-blog/learning-changes-video.html