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

Wicked Problem Project: Part D - Findings and Implications

My Wicked Problem project is to complete narrative videos on MSU technical support information (my first video for this WPP covers Adobe Reader installation and configuration) continues to move forward towards a “live” implementation date for MSU faculty and staff. We are targeting a date in early May. To plan my approach and basic “storyboard” of my video, I reviewed and printed out text documents and related information for Adobe Reader from our support website. This was done to confirm the content I was covering, and to identify where the vidcast needed to demonstrate detail in greater depth than has been covered in our text document(s).

My Jing vidcast was reviewed by my direct manager, our Communication's Director, and an analyst that is frequently assigned Help Desk issues related to Adobe. From their review, the following comments were made, and actions taken:

a) The pace of the video was too quick. (I agreed with this comment, and in part this was due to my attempts to provide complete coverage of my topic in the 5 minute timeline that Jing affords.)

b) The flow was choppy, didn't know what the video was covering until it was actually presented to me.

c) It would be helpful if the vidcast touched on Adobe Reader installation process.

I ended up removing the last (lengthy) section I originally covered [on common issues and resolutions], and added new instruction for downloading and installing Reader (which freed up almost 2 minutes of recording space). I used this time to add "Agenda" and "Recap" slides/discussions to the video, so the viewer had an expectation on what the vidcast covers, and a summary of what they learned. Finally I re-recorded the vidcast again, with the adjusted content, and with the remaining time it allowed me to slow the overall pace of my presentation. The final version of my vidcast can be viewed as a Screencast here:
WPP Vidcast(Jenks)

Moving forward, there are plans for me to continue to create vidcasts on other technical processes in my work area, and to cover common issues and resolutions. My videos will show complete process flow, which is usually not demonstrated in our text documents.

On April 20th I met with Diane (my Communication’s Director), so we could further discuss direction of these vidcasts. Diane agreed to be a regular reviewer of my vidcasts before they are released, and her area controls the content that is added to the Support Website. The website has a “troubleshooting” section for common questions and problems, and links to my videos will be added below the link to the corresponding technical documents. In this manner a user can search for and find the technical support they need, and have the option to select either (or both) the printed or video support details. When selecting a video link it will open in a new browser window with my vidcast embedded, along with a link and instructions for completing the related online user survey.

I had also sent Diane my user survey draft for her review, and when we met she suggested a few changes to it:

1) Change the name/reference from “Survey” to “Questionnaire.” If I were to use ‘Survey’ there are disclosures and limitations on what I can ask MSU employees, and how I can use the collected responses. This then became an easy description change.

2) Move all “optional” questions towards the bottom of the questionnaire, to increase the likelihood of receiving more responses.

3) Rephrasing of some of the questions, to better align to the expectations of MSU employees (and in line with how other questionnaires from our area were worded).

4) Added an additional question where viewers can ask related questions or request that our area follow up with them; tied this is a section for the user to add their contact information.

I also added a couple of questions related to the effectiveness of video as an instructional medium, and if the user has suggestions for improving the video(s) they have viewed. I made all of Diane's requested changes, and this has resulted in a more professional questionnaire format.

I will use questionnaire responses to make adjustments to existing instructional vidcasts, and to guide my pedagogy (using the TPACK quidelines) as I create new videos. Because software technology is constantly changing, I also plan to schedule regular video content reviews, so I can identify existing vidcasts that need to be updated (likely re-recorded) so that current (correct) screen displays and navigation can be shown. Our team has a SurveyMonkey account, and I will use it to create my online user surveys.

I’m encouraged by the relationship I have with our Communications Team and their director, my management team, and the technical areas that support MSU's business software. Their dedication to-date has made this first vidcast a successful instructional delivery method for our end users. Diane has also presented me with my own licensed copy of Camtasia, and this will be the primary tool I use going forward. For the Adobe Reader presentation, I will re-record it in Camtasia, to add the common issues and resolution steps back in (since I won't have a recording time limit). This will also let me correct Jing's dotted line that appears to the left side of the screen in portions of the current presentation.

By having the Communications team and the other stakeholders involved early in the Vidcast design process, there will be better direction and clarity on what to demonstrate and comment on within new instructional videos. As I produce more of these, I truly feel the better I will become at effectively creating useful instructional content for the MSU users of our business software. This should become an easily-repeatable process to maintain.

Mobile Learning Lab

Being a technologist and author of instructional technology documentation, I may have different aspects and experiences on mobile learning in my professional and personal worlds than some other instructors. For the Mobile Learning lab, I specifically reviewed information on:

· Ipod applications - I own an iPod Touch, and have searched for and used some learning apps. Enjoy reviewing web links that contain sortable lists/matrices of iPod applications, especially if there are comments or reviews on the pros and cons. I have used the Touch to interact with a digital storybook application for a current group assignment, and am impressed by its ease of use. I use most iPod features, and appreciate the portability that its size provides. My only wish is that the screen size was a little larger for some apps I run, to reduce the need to resize or move the screen around for viewing and navigation.

· Flip Cameras – I had not heard of this technology, but instantly started brainstorming ways I might use it either at work or personally. To be able to quickly record video and transfer it to a computer or other USB-enabled device can be a real advantage, especially when dealing with other recording devices that have more unique upload requirements. The newer flip cameras can record up to 2 hours of high definition video, although I did not find any that offered the ability to add extra memory/storage in order to expand length or quality of the recording. Pricing generally ranges from $50 to $400, and like most other technology, you “get what you pay for.”

Related comments on Mobile Learning and Devices:

· I have owned flash drives for many years, and could not function efficiently without them. I work on computers, and always have a flash drive with me, loaded with software installations, diagnosis tools and other supporting technical documentation. Flash drive size is very convenient, but one has to be careful not to lose or misplace them. I recommend getting one with a fastener that can be attached to your keys.

· Received an android Smartphone for Christmas. Enjoy the many different functions and capabilities it offers, and still learning all the options! Personally wanted an Android phone, to obtain a different line of apps than I can get with my iPod. There are a very large number of android apps, and most are free as compared to iTunes store. But I’ve also seen where app quality is often lacking, or you have to search longer to find a quality app to use.

Mobile Apps for my workplace: MSU’s Finance and HR/Payroll systems are now web-based and accessible using a laptop or netbook. While these systems have the capability to be accessed on a tablet or Smartphone, it requires an entirely separate infrastructure (servers, databases, etc.) to be built and managed, and it is not currently cost-effective to do so. MSU continues to review this capability and will look to possibly implement it in the future, as demand for it increases.

From a mobile learning perspective, I am looking to enhance our current text-based technical documents (with embedded images), with instruction vodcasts. This is being pursued as part of my Wicked Problem Project, and the goal is to improve on the delivery (and methods) of instructional content to my end users.

The Internet has many great sources of information on mobile devices and learning. I recommend CNet (an online reviewer of technology, similar to Consumer Reports) and offer the following CNet link on free mobile applications: Free Mobile Apps Link

Web Conferencing

With Skype not being an option, our Group #4 chatted about different web conference tools, and Chris suggested we try Google+ Hangout. Since I hadn't used this tool before, I was more than happy to try it, as I like to at least try out new tools so I can compare them and select from the one(s) that I like the best.

Hangout is fairly easy to use, once you have signed in to Google+. Using the people that you have added to your circles, you can invite them to meet with you, and they are provided a link to the online conference.

Our Leadership Project team met using this tool, after determining that weekends around 9 (either AM or PM) would work, as out group members are roughly 12 hours apart.

We spent a couple of minutes getting used to the available options (chat, video settings - where you can select your video camera and audio source) and then we used the rest of the time to work on our group Brainstorming. I had a brief issue on my end with my audio, due to having both a webcam (with microphone) and headset with mic that were both active at the same time. I had to address this issue, drop out of the hangout and then re-enter, in order to properly see and hear Iman and Chris.

Since this is a Google app, it integrates with other Google tools, including a Google doc that I set up to list our group assignments, deadlines, comments, Q & A, etc. I really doubt we would have been able to accomplish as much had we been limited to a texting/chat tool. Chris was able to record a portion of our conference, which allowed me to go back and listen to what was said again. We also have the option to share our screen, and can thus highlight important details that the other viewers on the conference can see while we narrate through it. This is a very helpful feature when "words alone" aren't enough.

At work I use "Teamviewer" to remote connect to my users that are having technical PC/software) issues. I'm not sure yet how I might incorporate a web conferencing
tool in a support role, especially if my WPP is successful to create vidcasts that instruct on the use of our business software.

We do plan to use this Hangout tool for recurring group webcasts, and I now feel that I can comfortably and accurately use the tool and its settings to effectively communicate with my other group members.

Here are a couple of screen shots from our group Hangout:

WPP Part C - Implementation

Below is a link to my podcast, outlining my initial implementation steps for my Wicked Problem Project. I discuss issues and surprises that I've have encountered, what has worked well for me so far, what I have completed to-date, and what my next implementation steps will be. Podcast time: 3:54

Jenks Podcast for WPP - Part C

Feedburner Link

Screen images from Jing Video Sessions:

Group Project PART B - Storyboard and Script

Our group selected "Google Presentation" to facilitate the storyboard for our group's presentation. Each group member has been working on their portion of the Digital Storybooks presentation. Iman, Chris and myself will be reviewing specific digital storyboard applications and presenting specific overview demos for each; Hugh will provide the presentation's Introduction and Summary/conclusion information. Chris will then assemble the overall Presentation in Camtasia.

We have set next weekend as the deadline to submit our individual Camtasia presentations to our MSU Netfiles space (and notify Chris of the location name/address). This provides us a week to assemble and tweak the final presentation.

I am reviewing StoryKit, an app that can create, edit and view stories. I have started using StoryKit, and have captured screen shots of various processes. Captured images have been added to my portion of the group storyboard (slides 5, 6 & 7), along with proposed titles, narration (in the Notes section) and onscreen transitions and special effects. I also am planning to create a short video demo on the process of creating a page in StoryKit, then embedding this in our Camtasia presentation.

We are using the Comments area of our storyboard to ask questions and state progress, and are also using a Google Doc for related group activities and to track our progress against the assignment rubric. Please see below for links to shared project documents.

As a group we have been working very diligently to meet assignment deadlines, and believe we are on target to complete the Storyboard by this weekend (April 15), and our final individual pieces of the presentation by April 21-22. It has been very helpful to use collaborative online tools to perform our tasks, and to ask and answer questions on each other's work. We've also held (and will continue to hold) several web conferences to touch base on where we are at, and ask/answer questions.

Leadership Project Weblinks for Part B:

Group #4 Storyboard (Google Presentation): Storyboard Link

Shared Group Document (Google Doc):Group 4 Project Doc

My (Brian's) specific Storyboard contribution and narration scripts (magnified screen images with accompanying presentation narration, for easy review): Jenks Storyboard

Group Leadership Project, PART A - Brainstorm Session and Recorded Webcast

An online video chat was held; attending the online conference were Iman, Chris and myself (we have not had any successful communication with Hugh as of yet). Chris recorded the session and it is now posted on YouTube (see link to recorded Webcast below).

The technology we selected to demonstrate is using iPad apps that easily assist instructors with digital storytelling. The focus is to concentrate on apps that are easy to interpret and use by instructors, regardless of their technical skills and background. Each group member is researching a different storytelling app; I will cover "StoryKit."

Camtasia will be the technology that will facilitate the learning; it was selected because we can add images and videos, and can narrate and highlight features throughout the presentation. We also have a shared Google doc to post information and Q & A to, will be collaborating online during the week, and meeting again online next weekend to check the progress as a group.

Initial technical aspects for how the work will be completed was discussed. Because Hugh was absent, he will work on the Introduction and possibly the Conclusion/wrap up. Iman will review a digital storybook app, and Chris will either review an app or work on the overall presentation with Hugh. In summary, two or three digital storybook app reviews, covering the process of using the apps and a review [list of pros and cons] related to effectively using these applications on an iPad.

Screen shots of our web conference:

YouTube of our recorded group session: Recorded Group Brainstorm Session

Specifics on the initial online group brainstorming:

We used Google+ "Hangout" as the web conferencing tool. The advantages to using the Hangout tool are that it is a mobile app as well as one accessible using a laptop or computer. We initially used the messaging/chat feature to determine group member's availability, scheduled the web conference, invited group members and held the online session all from within the Hangout application. We are able to post individual questions and replies real-time using the Chat feature, which we used to exchange our email addresses. It has recording features available to record the conference, which Chris did (see YouTube link above).

The disadvantages to using Hangout were minimal, and truly just inconveniences: the mobile app is text based, which can be slow and cumbersome, especially to those that have small input keys on their phone. Each user must download a Google+ app, and adding group members to Google+ Circle. Because Iman and Chris are 7 and 12 hours ahead of Eastern Standard Time (respectively), a web conference was almost a necessity in order to brainstorm in real time, on a date and time that was the most convenient for all.

Wicked Problem Project: Part B - Application of TPACK

TPACK assists instructors on how to effectively integrate the instruction of content, using available technology. For my Wicked Problem Project, it will instruct my users (students) on new business software processes, using the following methods:

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; in my specific case this will help with my learners that come from other parts of the world, and also those that may not have a strong technological background.

By providing a narrated video on detailed technical processes, 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. Much of this information is lost when using static text and picture instructional documents. Narrated video is also an assistive form of technology, for those learners who have hearing or sight impairments. My instructional videos will be located on shared University websites, and will be accessible from work and at home, provided the user has an available network connection. The videos will run in standard computer applications (browser, Windows Media player), and I will provide viewing direction (or links to free video playback software).

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 also easier to understand. The project focus and goal is to support my learners' understanding on how each individual process supports their overall use of the software, and for students to retain information learned, through the synthesis and inference of the demonstrated instructional materials.

Wicked Problem Project: Part A - Description of Need or Opportunity

This post is for my CEP 812 project, and defines a need for a solution using technology, at my current workplace.

The important educational need that I am addressing relates to my employment at Michigan State. My group creates, maintains and helps support MSU business application (web-based) software. For the WPP, I would like to concentrate on "user support" for our applications.

We have approximately 12,000 users of our software, and they include MSU faculty, staff and students. These users come from across the US and around the world; the technology skill level of each user varies, so proper instruction and communication is a necessity.

Currently technical and procedural information is primarily communicated to our MSU users through written and (static) online documentation (text with pictures). This form of content delivery may be difficult at times for our low-tech and non-English users to fully follow and comprehend. I will focus on enhancing a portion of these user documents, via technology.

To address this educational issue using technology, I will develop interactive/animated instructional lessons on important, job-critical software processes, and store these lessons on the Web. Vodcasts will be developed, using Jing (a free video software creation tool) to record the screen interaction and my narration/directions. Jing’s five-minute video time limit is ideal, as it will keep lessons short and focused on a specific topic or set of instruction(s).

According to Lori Griffin (Curriculum Director for the Library Video Company), "...video is clearly an instructional medium that generates excitement...(and)is the perfect medium for students. (It) taps into emotions which stimulate and enthrall students, and it provides an innovative and effective means for educators to address the curricular concepts." ^

The Vodcasts sessions will be accessible via links from a wiki or website; comments and instructions for use will be listed on the wiki/website. These video lessons will provide interactive, complete step-by-step instructions, with narration to explain key elements, processes and terms/acronyms.

My scope is affected by the excessive amount of existing technical documents and processes. Therefore I propose to start with one supporting technical lesson(s), targeting an issue/topic that my group receives a lot of support questions on from users. Initially I plan to forward the vodcast link on to support MSU's users that have questions or issues that are answered in the Jing vodcast. This can serve as a real-time "beta" test of my vidcast, with feedback from real end users. Feedback will be reviewed and I will revise vidcasts as necessary.

Research supports the positives of providing an interactive video session; the importance of viewing screen paths and the interaction of screens to the students. Instructor’s ability to highlight and visually explain important topics and lesson steps.

My best search results were with Google search (I also accessed the Yahoo search engine, MSU's eResearch site and Google Scholar), and used terms related to “use of video in education instead of text,” starting with small fragments of the search line, and adding to it. Search string content was tricky, as entering too much or too little search text resulted in “hits” that I was not interested in/did not pertain to this project. It is also difficult to find current, relevant supporting results. I would continue to use Google’s search engine only going forward, and use key works instead of longer sentence snippets. MSU's eResearch and Google Scholar offer some powerful and widely-inclusive quoted research. I found the sites powerful, but the ability to accurately search for my topic somewhat difficult, even intimidating at times, due to the lack of hits on the search terms I used.

I will create a wiki/website and one interactive, narrated vodcast during this MSU course. Afterwards I will continue to create and add new vodcasts (and post to the Wiki/webpage), based on the types of support calls received. I will schedule yearly reviews of my recorded sessions, to ensure content and stated information continues to be relevant and correct.

To check the success the vodcasts I will request reports from our support calls database, to see if the number of support calls decreases. I also plan to survey the vodcast viewers, where the viewer can rate the vodcast and indicate if it has assisted them in resolving their questions/issues.

^ Griffin, Lori. Using Video in the Classroom.
10 April 2012. http://www.libraryvideo.com/articles/article13.asp.

RSS / Podcast Link via Feedburner

Click This Link

Jenks Biography

I have created a slidecast which presents a brief biography of me, and my educational technology passions.

Click here to view it => Jenks Biography

Funny Technology Story

True story from about 15 years ago....could also be labeled: "Wife - 1, Computer - 0."
My wife is much more technology-savvy these days. :-)

Wife versus Computer

CEP 811: Final Reflection

While I have picked up effective strategies through my instructional career, I usually didn't know why a particular process was successful. This class has clearly demonstrated to me the importance of Universal Design and the strategies from Marzano Research, in a way that I can put a name and description to my strategies. I can now explain how (and why) they work well, based on the content I need to instruct on, and the basic learning preferences of my end users.

Through the interactive group project with the WebQuest, and through the feedback I received of my StAIR project it has provided further information on delivery methods that are well received. Also it identified what additional changes were needed to provide content in a manner that could be understood by a majority of viewers.

While I have used PowerPoint to create presentations, I had not used the action buttons nor provided an interactive lesson before. While it did take a good deal of time and effort,I am proud of my final StAIR on Selecting the Right Web Browser. I have used several features in PowerPoint that I was interested in, but had not yet experienced firsthand before.

I look forward to using the new technical skills that I've learned in PowerPoint and apply them in other presentation tools. I find the UDL and Marzano strategies are very helpful, and plan to keep the notes on these with me both at home and at work. My work group is going through some reorganization, but I will be inquiring whether I can create and provide supporting content to my end users either with WebQuests or some other shared presentation.

Online Teaching and Learning

My learners are end users of new and changing web-based business software. They are age 18 through 80; come from (and may be currently located) across the United States and around the World; and their primary language may be something other than English. Effectively communicating and providing interactive and immersive instructional technologies are paramount to their success.

Looking at online resources and technologies, Sustainability and Life-Long Learning Skills are the primary characteristics I deem most important. The majority of instructional and technical support that is provided to my learners is online-based.

There are two technologies that I would be interesting in using to meet this learning need: setting up a Learning Management System (LMS), or developing and posting Videocasts. LMS would be my preferred learning technology, as it is the most robust. I would use it to create and perform on the following:

a. A few weeks before new web-based software is released, create and issue a learning overview (video presentation with audio commentary) on the new software. Follow this up with interactive demonstrations and exercises that would provide students with the experience of using the new software, ahead of it being officially released to them.

b. Develop additional “add on” courses that break down the business processes into smaller sections, and include troubleshooting information that assists users when they encounter issues with the software.

c. Track progress; ensure viewing and interactive exercises completed. Provide feedback to questions, and use student’s results and questions to fine tune the content where needed.

I would design the LMS courses to utilize the following pedagogical strategies:

1. Chunking of the information - to present it in quick, easy to absorb sessions (limit to ten minutes in length).

2. Engagement strategies – Very important to have the learner’s focus; start each session by outlining what content will be shared, and how it impacts the learner in their daily job.

3. Effort and Recognition – to provide them with tangible evidence of the information they have viewed.

4. Cues and Hints – to build on the information they already possess related to their business software, in order to more quickly grasp changes from what they had performed in the past.

The technologies I would avoid using are ones that don’t employ full video and audio: podcasts would be very difficult for the students to accurately grasp concepts, due to the complexity and amount of processes and acronyms these users face on a daily basis. WebQuests and Wikis could provide the information, but it would be more difficult to track who had accessed these delivery methods, and whether the content sufficiently informed and updated their knowledge of the new instructions they need.

Adding Content to Wikipedia

My class assignment was to create/add content to my school's Wikipedia site. Since I am not a teacher, I updated a small section of the pages to the high school I graduated from (Lansing Everett) as well as the Michigan State University Wikipedia page.

For the Lansing Everett site I added information in the Athletics section that relates to both Earvin "Magic" Johnson, and Goran Sutton (using italics). Reason why? In addition to following similar basketball history at Everett and MSU (each won a Michigan High School Boy's Basketball championship, and each played in an NCAAA championship game), I have a personal connection to these players. My brother-in-law tutored Earvin Johnson while he was at Everett, and my son (Benjamin) tutored Goran while he was at Everett. You would think the MSU Athletics department would set me up with some tickets! :-)

Everett Wikipedia page: Lansing Everett

For MSU's page, I updated Tom Izzo's basketball record and winning percentage ("...as of February 2012).

MSU Wikipedia page: MSU Basketball

"Before" and "After" screen shots are listed below.

Universal Design Lab (UDL) - Educator Checklist

I have used a UDL checklist to evaluate an Instructional Design Plan I created on developing software testers at Michigan State University. The original Design Plan can be accessed at this link:
Developing MSU Software Testers

The checklist, which evaluates UDL Features and Barriers in my Instruction Design Plan, can be accessed at this link:

UDL Checklist

Evaluation of Learning Material in MERLOT

Evaluation Criteria for: Software QA and Testing Resource Center
URL: Software QA and Testing Resource Center

Quality of Content:
1. Does the software present valid (correct) concepts, models, and skills?
Yes. The material covers background information and advice related to the testing of computer software. Embedded links provide additional sources of information on the sub topics covered. Although the site was started in 1996, it continually is verified and updated (2011 was year for last check/updates).

2. Does the software present educationally significant concepts, models, and skills for the discipline?
It does. Whether the student is new to software testing or has prior experience, this site provides information based on the complete software development process and methodology, from the initial design through the test approval. Complex ideas are further explored through the use of links to other locations in this website, and a few other Internet websites.

Potential Effectiveness as a Teaching-Learning Tool:
1. What stage(s) in the learning process/cycle could the materials be used? Can be used by people familiar at some level with the concept of software testing. Best used by those that have testing experience or background, especially those looking to expand on their testing strategy and perform other types of testing to improve the quality of their software.

a. Explanation or description of the topic/stating the problem
There is not a high level explanation of the topic; the website provides a series of pages that are mostly FAQs that can be searched and reviewed.

b. Demonstration of the curriculum/exploration of the problem
This site is composed mainly of text and hyperlinks. Explanations of cause and effect are included, but they aren’t supported with images or in-depth demonstrations.

c. Practice using the curriculum/analysis of the outcomes from solving the problem
Suggestions for ways to proceed are provided, but not any focused practice activities.

d. Applying the curriculum to "new" problems/application of the outcomes to other problems
Material does an adequate job of linking potential problems/issues to possible solutions, involving expanding on the current testing process, or adding new features to it.

2. What is(are) the learning objective(s)? What should students be able to do after successfully learning with the materials? Objective is to expand on the knowledge of testing, common approaches, issues that might occur and ways to mitigate the issues (including where to concentrate efforts before the software is ready to be tested).

3. What are the characteristics of the target learner(s)
Focuses on a couple of learning groups: those that have minimal (or no) testing experience, or are looking to implement an initial test plan/strategy, and (2) areas looking to develop permanent test teams or expand on the scope and type(s) of software testing.

4. Does the interactive/media-rich presentation of material improve faculty and students' abilities to teach and learn the materials?
This site does not offer interactive presentation of its material, which is a main negative aspect.

5. Can the use of the software be readily integrated into current curriculum and pedagogy within the discipline?
The information provides insight on how to improve software development and quality along the entire development path from design, coding, testing and then release/implementation.

6. Can the software be used in a variety of ways to achieve teaching and learning goals?
Not directly from the website as it exists today; there are plenty of questions and issues listed along with suggestions on ways to proceed. But to improve as a teaching/learning site it needs to be revised to be interactive and feature Web 2.0 features.

7. Are the teaching-learning goals easy to identify?
Yes, although they are very basic. A series of different web pages devoted to FAQs around central processes and possible issues.

8. Can good learning assignments for using the software application be written easily?
Would need to make the site more interactive from a learner’s perspective, and include graphics, interactive content and quizzing on main topics. The information is thee, but the delivery of it would need some major updates.

Ease of Use:
1. Are the labels, buttons, menus, text, and general layout of the computer interface consistent and visually distinct?
Interface is consistent but does not generally feature any visual navigation tools other than hyperlinks and tabs that can be clicked on.

2. Does the user get trapped in the material?
I did not find myself getting trapped within the material; some pages feature similar explanations but they generally reference each other so the learner can obtain more information if they desire to.

3. Can the user get lost easily in the material?
This depends on the background and technical experiences of the user. A beginner would need to skim through the content/questions looking for what they want more information on. Experienced testers or those with a good technical background will find very good information presented in a way that mimics the general flow of software design. There are a lot links to supporting information, which could cause some users to be overwhelmed in the amount of information provided.

4. Does the module provide feedback about the system status and the user's responses?
No; lacks interactivity with learner, which is a drawback.

5. Does the module provide appropriate flexibility in its use?
Yes, the pages and questions are divided into logical sections, and as new testing technology and ideals are introduced they have been added to this site.

6. Does the learning material require a lot of documentation, technical support, and/or instruction for most students to successfully use the software?
This depends in some extent to the learner’s background and experiences. Newer learners to software testing would likely want to read portions they are most interested in, then explore them more in person before returning back to the site to learn about additional topics.

7. Does the material present information in ways that are familiar for students?
Yes; I think most students have seen and worked with FAQs and web page links.

8. Does the material present information in ways that would be attractive to students?
The information is solid and while it appears it is based on the author’s opinions, they are back by his personal experiences and skills related to software and testing. Also includes links to other publications regarding specific areas/approaches to testing.