Wk 4 - LMO Final Project

Wk 4 - Udutu Project

Here is the link to my Udutu Project: 

http://publish.myudutu.com/published/launcheval/21382/Course38199/Launch.html

I found Udutu to be difficult to navigate, which in turn made creating my lesson harder than I had planned. It took me several days to set up my account, read through tutorials on the program, and then get my lesson up and running. Even after creating my lesson for this class, I am still feeling a bit confused by the Udutu program.  Although I understand the concept of Udutu, I feel like there are probably other programs that I could use in order to create interactive lessons for my students that would be easier and more time-effective. 

I would consider using Udutu in my classroom if some changes were made to the program, but at this point I can not see myself spending this much time and effort for a 5 min. lesson for my students. 

Wk 4 - Comment on Kathy Kellen's Udutu Project

SILLY STAFF

This unit/project is targeted for 2nd grade music students and links directly to my Action Research project for EMDT. I feel it will be a powerful tool as I teach my music note-reading unit next spring to my students.

Once I got going in Udutu, I found it to be user friendly for the most part. The best part for me was not having to configure action script and links of the pages. I was a bit frustrated by the lack of quality in my videos, as higher bandwith would not embed. Overall, though, I am very pleased with how the unit turned out, and look forward to creating more units for my students using Udutu!

http://lms.myudutu.com/LMSGadget/courses/lms/21090/Course38169/2249/v2010_7_24_11_41_15/course/Course38169.html

Abbie Toy

@Kathy - 

You did a wonderful job using a lesson that was already created in a new and different way! I thought the transitions in your project were flawless and the assessment you used worked well for your subject. Great job again!

Monday, July 26, 2010 - 05:38 PM

Wk 4 - Comment on Joe Huber's Udutu Project

UDUTU WEEK 4

 

UDUTU: JUSTICE FOR ALL

 

Click on the image above to be taken to the watermarked version of my UDUTU lesson.

My UDUTU lesson:

This lesson is designed to introduce students to the Bill of Rights and also to have them interpret them as they attempt to deliver a verdict in an actual U.S. Supreme Court case.

My UDUTU experience:

While I am grateful for the opportunity to create and use UDUTU for this activity, it did illustrate to me how time consuming it sometimes can be to create an interactive lesson for my students.  Given that it did take approximately 5 days to complete, I wish to beta test this lesson with my students before committing myself to incorporating this platform into my classroom.

My AR focused on putting technology in the hands of the students, not the teacher.  As such, if I do eventually use UDUTU in the classroom, it will be up to the students to choose if they want to create their projects using this tool.  At least now I’ve had the experience of using it, and should be able to assist my students with most issues that will arise during the lesson creation. 

Images used courtesy of:

The National Archives: http://www.archives.gov/

The Stock Excange:  http//: www.sxc.hu

References

The mock oral argument experience. (n.d.). Retrieved June 20, 2010 from Florida Supreme Court: http://www.floridasupremecourt.org/ education/ tours/ mockoa.shtml.

Quigley, C. & Rodriguez, K. (2007).  We the people: The citizen and the Constitution. Calabasas, CA: Center for Civic Education.

ABBIE TOY

@Joe -

I really enjoyed how thorough your interactive lesson was - and I understand the amount of time and effort you put into it. The images you added really compliment the subject of your lesson. I think you did such a great job!

MONDAY, JULY 26, 2010 - 06:22 PM

Wk 4 - Comment on Amanda Wright's Udutu Project

sunday, july 25, 2010

Week 4-UDUTU Project

http://publish.myudutu.com/published/launcheval/21313/Course38069/Launch.html

Above is the link for my UDUTU project. You can also find it under Social Skills Kindness & Cooperation on UDUTU Learn on Facebook.

Wow, what an experience! At first I was frustrated with UDUTU but after working out a few kinks and talking to a few friends (thank you Kathy!) I was well on my way to creating a lesson on UDUTU. Once I got going, I decided that I really like this tool. It was easy to create an assessment and link the pages to the correct answers. I did find it frustrating that some of the fonts were difficult to change and make larger. I can certainly see this being a nice tool to use in the future!

Wk 3 AR Blog

1. Is there a connection between the data produced from your Cycles and the research reported in your Literature Review?

     The data I collected in Cycle 1 and Cycle 2 has corresponded well with the research I’ve done for my Literature Review. In my Lit. Review I found that communities, students, and schools are all negatively impacted by school consolidation. To collect data, I have created a Ning site where educators can share their thoughts and opinions on school consolidation. This has allowed me to discuss consolidation with several different educators and conclude that they have seen the effects of consolidation and do not support it. I’ve found that educators and community members believe that small schools offer a significant beneficial impact on students, teachers, and the community.

1. How will LMO impact your Action Research project?

    LMO has impacted my Action Research because I have been able to review many articles,blogs, and videos related to educational learning systems, which has aided in my knowledge of the overall history of the education field. I have also had the chance to turn in my Literature Review and will soon have feedback on it in order to make the necessary changes before it is due. 

1. How important is online content delivery or personal learning environments to your Action Research project?

    PLE’s have been important to my ARP because I have researched many different learning environments in order to choose the correct site to use for my project. I chose a Ning site because of how open and flexible it is. Each member is able to customize their page in order to fit with their needs, which is what a personal learning environment is all about! It is also important for the administrator (me, in this case) to be able to use online content delivery in order to teach members how to contact the Indiana governor and post important information about school consolidation. 

Wk 3 Comment: Joe Huber's Activity

When teachers are asked if they think that computers and LMS in the classroom will eventually replace them, it becomes a topic of debate.  The weekly discussion posting on FSO for the month 10 LMO class yields results demonstrating that the majority of the participants believe that a teacher in the classroom will not be replaced.

One innovation that dares to challenge the notion that the teacher can’t be replaced is the Intelligent Tutoring System (ITS).  ITSs seek to mimic human tutors by generating instructions in both real time and on demand depending on student needs (Intelligent tutoring, 2008). These ITSs function around 3 set categories: student, subject matter, and pedagogical.  The ITS also provides feedback and lesson materials as a human teacher would.  ITSs generate appropriate material and given hints during and feedback after lessons.   These ITSs also have the capability to understand why students make mistakes and, as such, adjust delivery to compensate for the individual student’s style.  In some instances, ITSs can also adapt to a learner’s emotional states and change language delivery methods to better suit the learner’s vocabulary.

One of the more practical uses of an ITS is in the area of training using simulation.   The ITS facilitates learning in this environment to a higher degree because it does not interfere with what students are doing by inputting their own personal experiences as a human instructor would.  Yet another advantage of the ITS is that it serves as an instructor for the convenience of the student rather than that of the human instructor and their agreed upon office hours. 

Testing of the educational aspects of ITS is currently being conducted by the military in their use of massive multi-player online gaming (MMOG) as a training tool (Bonk & Dennen, 2005).  The use of MMOG provides the social engagement factor that some may feel the ITS lacks.  Players and inhabitants within the MMOG form diverse social groups based on shared needs (Nardi, 2010). Many individuals within the MMOG will also contribute to the greater community be reporting bugs, and in essence, take control of their own learning.   MMOGs provide a self-directed atmosphere that encourages both cognitive and metacognitive skills, as well as offer “a unique motivational atmosphere rich in fun, feedback, incentives, novelty, and challenges” (Bonk & Dennen, p.10).

References:

Bonk, C.J., & Dennen, V.P. (2005). Massive multi-player online gaming: A research framework for military training and education. Retrieved July 20, 2010 fromhttp://www.adlnet.gov/SiteCollectionDocuments/archive/GameReport_Bonk_final.pdf

Intelligent tutoring. (2008). Retrieved July 20, 2010 from Advanced Distributed Learning: The Power of Global Collaboration: http://web.archive.org/ web/ 20080214072132/ www.adlnet.gov/ technologies/ tutoring/ index.aspx.

Nardi, B. (2010). My life as a Night Elf priest: An anthropological account of World of Warcraft. Ann Arbor MI: University of Michigan Press. 

ABBIE TOY

@Joe - 

After our class discussion on FSO, I felt pretty confident in saying that an LMS will not replace a teacher in the classroom.  After reading your post about the ITS - I'm not so sure. It is amazing to me that this Intelligent Tutoring System can give instructions, hints, compensate for a student's learning style, and even change language delivery methods based on the learner's emotional state! It sounds extremely useful and I can't wait to see where this goes in the future! Thanks, Joe!

TUESDAY, JULY 20, 2010 - 02:07 PM

 

Wk 3 Comment: Amanda Wright's Activity 8

Reading Activity 8-Learning Systems: The Cost of Implementation

According to Saul Carliner (2005):

“Analysts in the online learning industry comment that learning management systems are often the most expensive learning investment made by organizations. Costs can easily range from $500,000 to several million dollars.”

Some organizations choose a commercial or open source system that they install and manage and others choose to develop an in house custom made system like Full Sail has done.

Why would an organization choose to build their own learning system? The reason for this is simply because they may not need all of the components that a ready made learning system has to offer and thus they can save money. However, building your own system has it’s expenses as well, because you must employ the people to develop and create the learning system.

Even if an organization chooses to use an open source solution there are still costs such as installation, maintenance, support and the cost of upgrades.

Either way an online learning management system can be very costly. Each organization must decide what they need and figure out which solution works best for them.

Carliner, S. (November, 2005). Course Management Systems Versus Learning Management Systems. Retrieved from www.astd.org

WK 3 Reading Activity 10: LMS Choice

Since we've been talking about the differences between an LMS, LCMS, CMS, and PLE, it is only natural that I bring up the procurement process - the process of selecting the right learning management system based on your specific needs. Parkin (2005) on his blog called Parkin's Lot, wrote a post entitled "The LMS Selection Process In a Nutshell." In this post, Parkin outlined each critical step in choosing the right LMS, which are listed below:
1.  Create an LMS selection team
2.  Outline strategic and operational processes defined by learning objectives
3.  Create a list of critical success factors
4.  Make a short list of LMS systems that meet requirements
5.  Reduce list to less than a half dozen
6.  Develop a framework for evaluation of alternative systems
7.  Craft a request for proposal (RFP) around your needs
8.  Cut the list to 3
9.  Ask vendors for demo sites, references, and presentations
10.  Negotiate

I think this is a great summary of what it takes to make an informed choice about the right LMS service. The RFP (request for proposal) is a big part of the process, and must lay out all the needs for the organization that you are representing. After looking through proposals it will be a much easier task to cut the list down to three main LMSs.  Parkin (2005) also emphasized his last step - negotiate!  If your organization is going to put that much work and money into a program, it's a must that your needs are covered at a reasonable price!  Don't be afraid to negotiate with the LMS you choose!

"The LMS must also cater to multiple pedagogical styles in order to garner support from the instructional staff"  (Black, Beck, Dawson, Jinks, & DiPietro, 2007).  I think one of the most important aspects of integrating a new LMS into the workplace is making sure the staff is on board. It would be incredibly helpful to designate a few trusted personnel to act as "change agents" to show others how to use what they are already doing with the new LMS.  It will not go over well if employees/teachers/personnel think that they have to start all over when the system is integrated. If they understand they can use it in conjunction with what they have already been doing, it will be a much smoother process!

References

Black, E., Beck, D., Dawson, K., Jinks, S., & DiPietro, M.  (2007).  The other side of the LMS:    Considering implementation and use in the adoption of an LMS in online and blended learning environments.  TechTrends:  Linking research and practice to improve learning, 51(2), 35-39.  Retrieved from ERIC database.

Parkin, G.  (2005).  The LMS selection process in a nutshell.  Parkin's Lot.  Retrieved from http://parkinslot.blogspot.com/2005/04/lms-selection-process-in-nutshell.html 

Wk 2: Udutu Project

• Name:  Abbie Toy
• New Project - Lesson Title:  Create Your Own Ning Site!  Description: I will teach adults how to create a Ning site where they can interact with others about a topic of their choice, post videos or pictures, and participate in discussion posts. 
•  EMDT Class created in/date:  This is a new project I created for the Udutu project.  This project will lead you through creating a Ning site. 
• Initial Appraisal of Udutu Scenario:  I have chosen to use the "Best Practices Scenario" template to supplement my lesson. I think this scenario will work the best because you can choose from basic and assessment screens.  Each screen will be interconnected and follow a very specific path based on learner input. 
• Location/URL:  No URL because it is a new project.

Wk2 Comment: Joe Huber's Activity 7

The primary purpose of Advanced Distributed Learning (ADL) is to harness the power of technology to deliver and distribute education and training (ADL vision).  ADL is responsible for the creation and development of the Sharable Content Object Reference Model (SCORM) initiative, which would allow for Learning Management Systems (LMS) to be used interchangeably without proprietary constraints.   The main function of SCORM content is that it has the ability to be used within a variety of systems in order to recognize students and relay their success and mastery of a certain subject or topic (Basic SCORM concepts, 2008).  Provided that the LMS is SCORM conformant, the SCORM is interchangeable across a variety of platforms, which leads to the reusability of the original content.

In 2006, ADL partnered with Florida Virtual Schools  (FLVS) to create a virtual school program and develop an innovative curriculum that would allow students to use technology to meet their ever-changing educational needs (Pozo-Olono, 2006).  The SCORM approach was utilized in order to integrate additional technology into the present courses.  This new content took the shape of virtual microscope labs, simulation games, blogging, podcasting, and mobile technology applications.  Using the SCORM open model, FLVS was able to adapt content from multiple sources to create a comprehensive program with e-learning capabilities that are able to take full advantage of the reusability quality of SCORM content. 

As Pozo-Olono (2006) reported, FLVS is looking to work with ADL to develop a 3-year plan to enable teachers to track student progress and customize lessons based on individual progress more effectively.  Using the SCORM approach, students will be able to access and search for topics and/or lessons with greater success and ease.

One FLVS student (A. Aggarwal, personal communication, July 13, 2010), states that the ease of use with FLVS is present.  In addition to homework assignments, the platform offers interactive games, which aid with lesson comprehension.  For those concerned about the lack of contact with instructors, FLVS has incorporated this aspect in.  Aggarwal states that the instructor contacts the student and the parent a minimum of once a week to discuss progress.  Both students and parents have access to the online platforms.

FLVS educator Mike Findley (2000) allays the fears of those concerned with the use of virtual classrooms in regards to the social aspect and usability of virtual platforms.  Thanks to the use of the SCORM initiative, FLVS has branched out to create Florida Virtual School Global Services.  This program provides highly qualified instructors throughout the United States the opportunity to teach courses in the program.  With this addition, FLVS is now able to offer expanded curriculum choices as well as extra-curricular club activities. 

ABBIE TOY

@Joe -

I also wrote about ADL/Standards/SCORM this week and found your take on the articles was dead-on. It was interesting to read about the FLVS and how they used some great tools to make learning more functional for their current students! It sounds like feedback so far is really encouraging, and I can't wait to hear more about this great virtual school! Thanks, Joe!

TUESDAY, JULY 13, 2010 - 08:41 PM

Wk2 Comment: Kathy Kellen's Activity 8

Taking a closer look at the specific costs and procedures for launching VLEs gives a sense of greater appreciation for FSO, Dr. Holly Ludgate‘s vision, and everyone who has had a hand in its development! The significant person-power hours in the multi-faceted process of launching even a single course are staggering, let alone the long on-call hours for support specialists.

Kevin Kruse’s article “Measuring the Total Cost of e-Learning” (2002-2004) engages the reader in a fictitious company’s comparison of costs for Instructor Led Training vs. Asynchronous e-Learning. Factors to review include: gathering assumptions and baseline data on the life span of the course, the total number of students, student learning time in the classroom, reduction in seat time, and burdened compensation for both the instructor and the student being trained; determining the design and development costs; determining the delivery costs; the administrative and maintenance costs. All of these then result in the total cost comparison. It is strikingly evident that decisions should not be made until the final step when the whole picture is clear.

Companies who build their own LMS focus on the key functionalities that are the prioritized, most critical needs of their organization.

Hierarchies and the operational rights at each level must also be considered. According to David Boggs in his article “Learning Management System (lms) Hierarchies” from Articlesbase (2005-2010), 

         Remember that learning management systems

         hierarchy is a way of organizing and managing the  

         training of your people. It requires some thought. 

         The business rules that you establish for your LMS 

         hierarchy must mirror your organization’s framework 

         and your e-Learning goals and objectives.

A quick Google search points to EasyCourseCreator.com where the initial cost is clearly spelled out. With a set up fee of $2000 and an annual service cost of $9950, Easy Course Creator gives access to LCMS, LMS, and CMS creation. 

It is obviously a much bigger business than the general public would have any idea of.

Sources:

Boggs, D. (2005-2010). Learning management system (lms) hierarchies. Articlesbase. Retrieved on July10, 2010 from

http://www.articlesbase.com/e-learning-articles/learning-management-system-lms-hierarchies-476435.html 

Kruse, K. (2002-2004). Measuring the total cost of e-learning. E-LearningGuru.com. Retrieved on July 10, 2010 from http://online.fullsail.com/index.cfm?fuseaction=assignment.main&itemId=194014

http://www.easycoursecreator.com/web/index.php?siteid=145&pageid=350 Retrieved on July 10, 2010

Abbie Toy

@Kathy -
I had no idea how expensive and time-consuming creating an LMS, LCMS, or CMS could be! I didn't give it much thought, but after experiencing the FSO platform, I can understand that it takes many hours of work and commitment to create such an amazing platform! It would be a big risk financially to commit to creating an LMS, LCMS, or CMS - but if created correctly it could quickly gain back the money that was risked. Like you said - you have to look at the big picture! Good job, Kathy!

Tuesday, July 13, 2010 - 07:29 PM