Multimedia Tutorials for an Electrical and Computer Engineering Course S. Supanakorn, University of Wyoming and R. Thamvichai, Saint Cloud University

Purpose To discuss the development and evaluation of an online training module to train electrical and computer engineering students to use engineering software, called Quartus II.

Overview Instructional design model and process Multimedia tutorials Survey results Feedback from instructors Discussion and conclusion Further development

Instructional Design Model & Process ADDIE Model: (Duby, 2005) Analysis DesignEvaluation Implementation Development

ADDIE: Analysis Needs assessment –New electrical engineering software –Visual supplement material Instructional analysis Learner analysis Learning environment Tasks

ADDIE: Design Learning objectives Identification of resources –Course Management System - Desire2Learn (D2L) –Multimedia technology Design of instruction: Flowchart & Storyboard Selection of multimedia technologies –Macromedia Dreamweaver –Macromedia Captivate and Flash

ADDIE: Development Instructional Web page –Introduction page or Home page: Overview Objectives –Content –Links to Demonstration Simulation Video demonstration and simulation –Based on written instructions –Recorded as full screen –Edit: Storyboard view & edit view –Published as Flash movie (SWF file) with its HTML page

Tutorials: Demonstrations (on-screen actions with mouse animations with text explanations) 5 files Length: 2:30-6:00 min. Recording: 5-20 min. each Editing: hrs. each Simulations (captured screens that requires users’ interaction) 1 file Length: varied by users Recording: 5 min. Editing: 1 hr

Captivate: Editing screen

ADDIE: Implementation Most work done in D2L - uploading of all files Course Content area - lab assignments section Clips are presented along with written instruction.

Example of demonstration screen

ADDIE: Evaluation Formative Evaluation: Surveys –50 participants –Age group: years old –Sophomore and Junior –Similar computer skills

Survey results Demonstrations were useful or somewhat useful in learning (83-94%) Simulations were useful or somewhat useful in learning (88%) Pace was good (between 79-94%) Length was appropriate (79-94%) Reduction of study time (88-92%)

Survey results (cont.) Novices particularly liked the clips Demonstrations needed to be slower Written instructions were more accessible Audio could be included Media (written and multimedia materials) combined was most helpful to majority (83%)

Feedback from instructors + Good alternative method Access 24/7 Accommodates various learning styles Fewer questions about software from students Improved students’ performance Future use by all - Long download time with slow internet connection Time consuming in development Simulation may not be very useful for students

Discussion and Conclusion Accommodating most learning style Valuable supplement Online instructional component Alternative teaching and learning methods Same skill level of students is of benefit Learning and teaching effectiveness

Discussion and Conclusion As software keeps updated (newer version), new implementation has to be done (labor-intensive) Time consuming process Need an instructional design expert to develop the tutorials

Further development Audio can be included in the project Develop tutorials as early as a new version of software releases Investigate other development software to support other features

References Croft, A.C., Danson, M. Dawson, W.R., and Ward, J.P., Experiences of using computer assisted assessment in engineering mathematics, Computers & Education, 3, 2001, Duby, M. (2005). Is there a Successful ID Model? A Practitioner’s perspective on Working with Models in Designing e-learning environments. "e-Learning and e-Learning Technologies" (ELELTECH INDIA-2005). Retrieved November 5, 2005, from PDF/01Is%20there%20a%20Successful%20ID%20Model-Madhuri-01.pdf Hummer, J.E., Baugh, J.W., Konuru, B.P., and Click, S.M., A controlled comparison of traditional classroom instruction with computer-based instruction in an engineering class, ASEE annual conference and exposition, Jonassen, D. H., Peck, K. L., & Wilson, B. G. (1999). Learning with technology: A constructivist perspective. Upper Saddle River, NJ: Prentice Hall. Lux, J. R., and Davidson, B. D., Guidelines for the development of computer-based instruction modules for science and engineering, Educational Technology & Society, 6(4), 2003,

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