MIT 513: Computer-Based Instruction

MIT 513: Computer-Based Instruction (3). Examination of authoring systems to develop computer-based instruction. Students develop skills in producing programs to meet instructional needs, integrating the use of peripherals including scanners, video and audio digitizers, and videodiscs into hypermedia applications. Four- to six-hour weekly lab required.

Product

• Greenfield Lake walking tour website
• Proposal and storyboards
• Gantt Chart
• Team collaboration Google docs
• Personalization Principle Flash Animation

Context and Conditions

This project was completed in partial fulfillment of a course entitled: MIT 512: Computer Applications in Education. Dr. Florence Martin taught this course in the spring semester of 2008. It was completed in one semester. I worked with two others to complete the project.

The Cape Fear River Watch wanted to provide instructional resources in order to improve the experience of visiting the lake. They needed something on their website that showcased this under-utilized natural resource.

Scope

The scope of the project was a complete instructional design. However the focus was on the latter parts of the ADDIE process. We conducted a brief analysis of the organizational needs and determined that a web-based module would be a viable solution. Then we conducted a learner and instructional setting analysis, as well as developing six objectives and assessment items.

After the analysis and design we spent a large amount of time developing and performing formative evaluation of the product.  Because of the number of stakeholders involved management was very important. The style guide with colors, fonts and templates was created.  This work was based on storyboards, flowcharts and mockups created collaboratively. Each team member went to Greenfield Lake to study the problem.

Role

While we shared the instructional design role, I accepted the role of project manager.  To coordinate the effort each of us took two of the six objectives and developed the modules separately. This took management skill to ensure the final product was seamless. I was also responsible for photographs used in the project.

Reflection

I am doubly proud of this project. As with the NC Writer project (MIT 512), I am very happy with the design.  But with this project I feel that the finished product is more polished and presentable, largely due to the fact that we had more time and focus to complete it in a thorough manner. The class time alloted for collaborative work was a large benefit to my team as finding the time to work together was extremely difficult.

I feel that the challenges that my team and I faced were met successfully and that it tested (and expanded) my abilities of instructional technology - especially the domains of development, evaluation and management.

For example, in many of the projects for MIT, we create a work breakdown structure using Microsoft Project. This software is large and unwieldy for small instructional design purposes. The WBS created is rarely edited after completion or kept current. During this project I found a different tool (GanttProject.org) which allowed me to effectively manage the project timeline and activities.  Begin charge and the shared Google document plus the dedicated class time for collaboration made for the most rewarding class of my MIT experience.