Jenks Reflection

Lesson Plan

Nearly two years after the introduction of a suite of business software applications to MSU employees, support areas have continued to receive help requests and technical questions regarding these business applications. Diagnosis determined that with a majority of these requests the issue wasn’t with the business software, but instead were issues with the user’s computer software or settings; primarily with their web browsers, which are used to access and enter/receive business information.

Technical documents exist on a few pages of an MSU support website which outline the use, configuration and supported types of user interface software (abbreviated UIS, and covers any software loaded on an MSU employee’s computer which is needed to access and interact with the business applications). However many users report issues trying to find a pertinent support document, or they don’t fully understand the documented steps they need to perform in order to resolve their situation. To address this situation I created a narrative screencast for MSU employees. Covered topics included a background on MSU’s business systems, specific information related to MSU-supported browsers versions and how to check and configure them for optimum use. The screencast integrates videos, images and computer screen capture to provide an immersive multimedia presentation. There is an interactive table of contents which allows viewers to move to any specific content they want to review, and two quizzes to check student understanding of the presented content. A brief questionnaire at the end is aimed to capture viewer’s comments related to the effectiveness of the screencast.

From my original lesson plan, I ended up adding additional sections on operating systems (another key user software), and explaining a new software compatibility matrix that MSU will move to.

  Lesson Implementation The intended audience are MSU employees that use automated business applications, and also the technical resources that support these employees. The screencast has not yet been released, as it contains information based on software testing that will not be completed until sometime in early December. I anticipate a late-December or early January release.

To evaluate the screencast I sent the link to two groups of individuals:

1) Twelve MSU employees who work with technology and/or as analysts on business teams whose processes are now automated under the software applications that my screencast covers. Their comments primarily focused on the content being presented in the screencast.

2) Nine family and friends with various levels of technical skills/knowledge and little to no knowledge of MSU systems. Their comments were primarily related to the aesthetics and pedagogy; how the information was provided, pacing, narration, and other methods that support the presentation of content.

Feedback received from internal MSU teams were:

 Provide references and locations of additional support information (website/text documents) after each topic (as opposed to waiting until the end of the screencast).

 Mention at the beginning of the screencast that a employee’s computer permissions affect their ability to what they can perform.

 Provide additional information on the negative impact (what errors may occur, or what functionality is impaired) if using unsupported/incompatible software.

 Several slides and embedded videos are difficult to see, especially on smaller monitors or laptops. Need to enlarge and clarify. Will recapture these screens.

Feedback received from family/friends (non-MSU comments) were:

 Sections of the EBS overview portion were too drawn out; cut extraneous data that is not needed.

 On slow network connections the screencast must run for a minute or two before the interactive menu system (Table of Contents) functions properly.

 Leveling of music to the audio tracks.

 On the quizzes, when users select incorrect answers, display which answer is correct.

 The questionnaire didn’t work. Also, questionnaire responses are not available for future review. Will change to provide an internet link to an external survey.

Lesson Reflection

Learning goals of this screencast are to provide MSU employees with basic technical and software knowledge that they need to understand in order to effectively interact with and perform their daily job tasks. By also developing and enhancing troubleshooting and resolution skills, employees can more quickly address software issues that impact their job efficiency, as well as reduce the engagement of other technical resources that otherwise might be needed to correct the situation.

Challenges are with providing a learning tool that “connects” and engages a very large user base, who collectively possess a wide and varying level of technology skills and knowledge, and may prefer differing delivery methods to best learn content. Recognizing these variables, I tried to incorporate multiple pedagogy methods that improve the likelihood that information is provided in ways that engage and motivate understanding. This screencast is a supplement to existing text-based instruction on the same material, and I feel strongly that the multimedia delivery of narrated video with images and actual technical processes being performed provide alternative methods of learning that the text-based instruction don’t provide.

Employees using MSU software are located across campus and around the State of Michigan, so performing follow up observation/evaluation or obtaining immediate feedback to assess improvement of key topics is not possible. Self assessment will be provided through two sets of quizzes; overall affect will be assessed based on an updated questionnaire located at the end of the screencast, and by a review of support areas and the number of technical calls they receive in regards to MSU’s business software.

My desire is to invoke behaviorist operant conditioning, by showing how the acquisition of technical software instruction can provide MSU employees with skills that allow them to proficiently perform their job tasks and diagnose and correct commonly-reported errors. I also focus on fostering a cognitive apprenticeship (information-processing model) by providing content visually with the aim to help software users develop a basic set of software diagnosis and troubleshooting skills, or for more advanced users, add to their current level of knowledge and understanding.

This screencast can be watched multiple times; backed up and section(s) replayed again, and unneeded (or already known) topics can be skipped in order to move directly to content that is important to the viewer. Through the use of narration and video and images, this is an assistive form of learning to viewers that have visual or audio impairments. It provides an accessible, immersive delivery of technical information in a multimedia format. Users need to have access to a network connection and a newer web browser in order to access and view the screencast 24 hours a day, 365 days a year.

Link to current (draft) version of screencast: Screencast on Effectively Using MSU Business Software

Lesson Plan Built on TPACK Framework (CEP 800)

The following is my lesson plan assignment, based on Mishra and Koehler's TPACK framework for integrating technology with instruction and content (see link =>TPACK Defined).

Content: My students are Michigan State University faculty and staff who use a suite of business software applications to perform financial, business intelligence, and human resource functions for the University. Nearly two years after its introduction, the support areas and help desks continue to get several calls each day from users reporting issues with the business applications -- that end up being determined to be issues with the user’s computer software or settings (not the business applications themselves).

Access to MSU’s business software is through the use of “interface software” (web browsers and Adobe Reader). Very specific requirements exist on the types and versions of interface software (and its configuration) to ensure that it functions properly with the business software applications. There are multiple situations that result in user’s not having compatible/functional software:

• Using unsupported Browsers

• Wrong versions (outdated or too new)

• Browser/Adobe settings not configured properly

While I’ve created and provided online user documentation that specifies software requirements and configurations for optimum use, they may be overlooked, misunderstood, or the user software is updated or changed and no longer is able to do required tasks without errors or other unexpected outcomes.

To reduce support calls and prevent undue user frustration I am providing basic software identification and configuring software settings for MSU users, to ensure their experiences with their software are positive and efficient. Challenges that I face are with a user base that has a wide range of technology skills and knowledge, are of varying ages, and prefer differing methods of learning and understanding. These users are also located across campus, and any solutions must be devised to support distance learning.

Pedagogy: I am looking to invoke behaviorist operant conditioning, by showing how the acquisition of technical software skills can provide the users with skills that allow them to proficiently perform their job tasks and diagnose and correct common errors; and for those that enjoy assisting others they can become an onsite source of technical expertise to others within their team.

I will also focus on creating a cognitive apprenticeship based on the information-processing model, to provide visual content in the form of short interactive lessons that can help users add to their current technical skill sets or begin creating new skills. Ultimately I am focusing on effective solutions that appeal to the wide and diverse base of learners that I am addressing.

Content & Pedagogy: My strategies and solutions must consider and account for a diverse group of learners, where immediate feedback and assessment from skilled technical experts are usually not possible. Recognizing these variables, I want to use multiple pedagogy methods that improve the likelihood that information is provided in ways that engage and motivate understanding. By basing content and the delivery of instruction in multiple modes, I hope to provide scaffolding from the available text-based technical documents to my learners that are located across campus and around the world. A constraint is that my users are not physically located together or near me; how do I check or know that the screencast is being accessed and used?

Technology: I have selected to use a narrated screencast [accessed from a webpage], to visually step through technical processes related to the identification and configuration of browsers and Adobe Reader. In this manner I can provide video coverage of the actual technical steps required, in their proper order. Using narration I will provide markers and clues to help users better understand and retain the information through the multiple ways in which content is provided. This use of web-based instructional media supports multiple methods of delivery and assessment, and a scaffold to the existing set of text-based instructions.

Technology & Pedagogy: Screencasts provide the ability to visually demonstrate technical processes, while the narration can clarify key concepts and technical terms (jargon and acronyms). Content is made assessable for visually and hearing-challenged individuals, and also effectively provides multiple modes of instruction to users where English is not their primary language. Learners already have some level of familiarity with web browsers and Adobe Reader, and through the use of a screencast can connect to, and build upon what they already know (Cognitive Apprenticeship). This instructional method also supports Piaget’s and the Overlapping Waves theory, as it demonstrates actual processes (and potentially new approaches) that learners can follow to be successful in their jobs, though assimilation and accommodation of new concepts. MSU individuals that are interested in being technical “experts” for their team can benefit from having screencast instruction, to support these behavioral strategies.

Technology & Content: Multimedia presentations can be accessed at any time from a network-enabled device, supporting learning whenever it is convenient for the student. Screencasts can be stopped, backed up, and replayed which allow students to control the pace at which they learn, and provide the ability to review difficult topics and content whenever it is necessary. A new skill can be acquired and immediately carried over and performed on the actual job-related software they use, and thus provides a form of “on-the-job, anytime” training and instruction that otherwise might not be available.

Assessment: I will assess my students though the use of short quizzes located at key points within the screencast, after key topics have been demonstrated. Students will receive immediate feedback, and directions as whether to review the current topic again, or proceed on to the next one. I will also contact technical help desk areas, to see if there is a noticeable reduction in browser/Adobe Reader- related calls.

At the end of the screencast a link will be provided to an online questionnaire, which will ask the students to access the effectiveness of the screencast from pedagogical, content and technology perspectives; this will allow me to adjust or update areas in the screencast to be more effective.

A Transition of Learning for MSU Employees

Below is a link to a digital story I have created for my CEP800 class on Learning.

It explores the changes to learning theories and frameworks that were needed at MSU to accommodate for differences in accumulated knowledge and skill sets, to effectively interact in a today's varied business environment. The twist to this story is how the learning had to evolve, and how in some instances the "students became the instructors."

To access this digital story, click on the following YouTube link:
Digital Story on the Transition of Learning

Podcast exploring Student Learning

The link below is to a podcast where I interview two high school student on the topic on what causes the phases of the Moon. I also ask some related questions on the causes of eclipses.

It is interesting to hear the responses, and when the student's state they learned about the moon. While basic understanding of moon phases is exhibited, in-depth questioning results in some incorrect statements and also affects the confidence of the student's answers.

Jenks Podcast on Student Learning [Moon Phases]

Podcast length = 9:27

Wicked Problem Project Summary

My Wicked Problem Project assignment was to identify a process where I work (MSU) where technology could address a problem of practice or an educational goal. This posting outlines the project problem and my solution, along with links to both a slidecast presentation on the entire Project process, and a link to the final recorded Jing session for my WPP solution (these links are listed at the bottom of this posting). I strongly depended on the TPACK framework to identify my final solution, by considering the pedagogy aspects, solution content and use of technology.

My Problem
In my daily tasks for MSU, I support web-based business software for approximately 10,000 faculty and staff users from around the world. The problem I am addressing is that our technical communications for using our software are primarily all text-based. More than a year after the implementation of our business software solution, MSU support areas still receive large call volumes and emails from users confused with how a process is designed to work, or that don’t know how to resolve it. These text support documents are not providing a sufficient level of information to all users.

My Solution
Vodcasts are narrative videos that are used to show complete, step-by-step instructions on the processes and technology that MSU receives a large amount of user inquiries on. I used Jing, a free tool from TechSmith to create my vodcast for this project. This tool creates narrated video sessions up to five minutes in length. My initial vodcast subject is Adobe Reader, which is used to interface with several of MSU’s business software capabilities.

Application of TPACK (Technological Knowledge, Content Knowledge and Pedagogical Knowledge)
The technology I'm using that supports instructional strategies is a narrative video. Video is an immersive medium, and provides learners with complete step-by-step visual and sound instruction on processes that otherwise may be difficult to convey using text documents and pictures. Instruction that is delivered in different formats increases the likelihood that the content is understood by a more diverse group of learners. Specifically this will help my learners that come from other parts of the world, and those that may not have a strong technological backgrounds or experiences.

With narrated video, students can see the interaction required with the software, hear descriptive narration that explains complex ideas and acronyms, and understand the timing and speed at which the software application processes user requests. This is information that may not be identifiable when using text documents. Narrated video is also an assistive form of technology, for those learners who have hearing or sight impairments.

The instructional content will be supported by video and audio cues to highlight important, key information. Chunking of the information will be used, to provide lesson content in smaller, concise sections that are easy to understand. The goal is to support my users’ understanding of how each individual process supports their overall use of the software, and for these users to better retain information learned, through the synthesis and inference of the demonstrated instructional materials.

These links access a slidecast that outlines the process of implementing my WPP solution: MP4 Video File or YouTube Link

This link is the original Jing session for my vodcast to MSU users on Adobe Reader: Jing Screencast of Adobe Reader

Professional Learning Plan (Jenks)

As I near the end of my three certification classes for Educational Technology, I have created a Professional Learning Plan (PLP) presentation using Camtasia Studio. This includes what I have learned so far; personal technology goals I have met; my evaluation of Personal and Group Learning; technology strategies that I use, areas I've identified as needing to personally improve upon; and my future goals.

CEP810, 811 and 812 have introduced me to many new technologies and the framework to use technology to deliver the instructional materials in a manner that can engage and empower my end users/students. It has been a busy and often-times hectic road, but one that I have enjoyed experiencing and learning from.

To view my PLP presentation, I have listed it in a high definition format (.mp4) and as a YouTube video. It is recommended to right-click on the link and "open in new tab" or "open in new window" for best viewing experience.

Link to PLP Presentation (High Definition)
YouTube Link to PLP

Group #4: Leadership Project (Digital StoryBooks for the iPad)

The objective was to create a stand-alone Professional Development (PD) presentation on a technology of our choice; we decided on Digital Storybook apps for the iPad.

Our group used Camtasia Studio to create individual portions of the presentation. Chris then used Camtasia to assemble and edit the final presentation, by piecing together the individual parts and then manipulating the volume levels so all sections were relatively the same volume level.

Group Assignments:
Introduction, iPad Overview, Conclusion: Hugh Potter
StoryKit Demo: Brian Jenks
StoryRobe Demo: Iman Zaatari
PuppetPals Demo: Chris Roche

I enjoyed learning Camtasia Studio, and benefited by its feature to save audio and image files separately, and ability to determine the duration and location of the images and special effects (separate audio, image and effects loops). Chris did have an issue with the video file conversion (files don't share very easily), but ended up saving to YouTube. Camtasia Studio is a powerful tool for PD, and one that I will continue to use going forward. Use of other video creation tools may have required extra time to create and assemble the final presentation, which may have resulted in our team missing the submission deadline.

Google Plus Hangout was also an integral part of our collaboration, as we held video conferences on the weekend, and used the text chat feature to converse at times when video/audio wasn't an option. Without this collaborative set of tools, our progress would have suffered.

Not much I would do differently, other than try and get an earlier start on the project. With team members located around the world (Michigan, Thailand and Saudi Arabia) early communication and determining direction are key to the success of a project such as this. I very much enjoyed working with Chris, Iman and Hugh, and thought we worked well together (and this is reflected in the quality of the product we produced).

Link to Final Group 4 Presentation: Digital StoryBook Apps for the iPad

Links to my related blogs on this group project: Part A - Group Brainstorm Session
Part B - Storyboard, Script and Collaborations