An Interactive Design Process for Developing Learning Objects Simone C.O. Conceição, Ph.D. James Brown, M.S. University of Wisconsin-Milwaukee 22 nd Annual Conference on Distance Teaching & Learning University of Wisconsin-Madison, Aug. 2-4, 2006

What is a Learning Object? “Any entity, digital or non-digital, that can be used, re-used, or referenced during technology-supported learning.” Learning Technology Standards Committee (2000)

The Practicum Course Required the design and delivery of web-based materials for an adult online course Taught in a fast-paced eight-week summer format (2005) Emphasized a professional setting with many deadlines and meetings

The Practicum Course Involved nine participants who role played as instructional designers (students) and project manager (instructor) Required continual interaction with clients and peers Provided an optimal environment for quick, yet creative thinking

What Media Can Be Used? Any educational media can create a learning object Examples of software programs include: –Microsoft ® PowerPoint ™ or Word ™ –Adobe ® Captivate ™ or Flash ™ –Techsmith Corporation ® Camtasia ™

Learning Object Design Model Phase 1 Phase 1 – Content Outline Phase 2 Phase 2 – Storyboard Phase 3 Phase 3 – Rapid Prototype Phase 4 Phase 4 – Testing Phase 5 Phase 5 – Presentation Based partially on elements of the Meachen, Olgren, & Ploetz (2004) FIPSE Grant

Phase 1 – Content Outline Define the scope and content for the learning object.

Phase 1 Feedback: “ ” Phase 1 Feedback: “ Reduce scope and tighten content to fit the time limit for the learning object. ” Interaction!

Sketch the main content and design concepts of LO. Phase 2 – Storyboards

Interaction! Phase 2 Feedback: “ ” Phase 2 Feedback: “ Include graphics and navigation; make it interactive with the learner. ”

Phase 3 – Rapid Prototype Preview functionality and effectiveness of LO design.

Interaction! Phase 3 Feedback: “ ” Phase 3 Feedback: “ Pick up the pace; it’s too long. How do I skip parts I already know? ”

Phase 4 – Testing Demonstrate the learning object with a test audience.

Interaction! Phase 4 Feedback: “ ” Phase 4 Feedback: “ The quizzes don’t work right; how do I skip them? ”

Phase 5 – Presentation Present the LO in the learning management system (LMS).

Interaction! Phase 5 Feedback: “ ” Phase 5 Feedback: “ [The group applauds.] Nice job! Don’t forget the credits. ”

The Interactive Design Process

Interactive An Interactive Experience holisticpeer and instructor feedback diverse set of lenses learning styles. A holistic approach involving peer and instructor feedback guided the development of the learning objects and allowed designers to view them through a diverse set of lenses representing a variety of different users’ learning styles.

Use Interactive Reviews Before … After …

Provide Lesson Links Preview …Review …

The Finished Learning Object! From … To …

Flexible –Individual or group projects –Face-to-face or online environment Responsive –Peer review fosters creative analysis –Rapid prototype corrects problems early –Changes bring continual improvements Efficient –Rapid response times –Many interactions possible Effective –Testing and review –Innovation and creativity –Focus on interaction and learner Implications for Practice (It’s FREE!)

Conclusion This model for process design offers a way to use a small group effectively to create new products or improve existing ones quickly. It uses a five-phase process that includes peer review, product evaluation, and collaboration in a supportive environment.

Questions? ? ? ? ?

Thank You! Contact: Simone C.O. Conceição, Ph.D. James Brown, M.S. Learn More!