This page will provide information on how to complete the Explore Learning Technology (ELT) assignment. In each module, students will explore different learning technologies and post their experiment, evaluation, thought, reflection, and discussion to their own blog. More specific information on what to focus on varies module by module which will be provided in each module.
This assignment will run from Module 2-7. It is estimated that each task will take 7 hours to complete each assignment.
- Create your blog and post the URL to get to your blog on the "Gateway to My Blog" topic area under the Blog forum in Discussions.
- From Module 2-7, you will be presented a technology topic to explore and evaluate. You will see these topics in the Explore Learning Technology page within each module.
- Complete your blog assignment in your blog by the due date in the Course Calendar.
- Your instructor will go to your blog and grade your blog entry.
- Make sure you open your blog to the instructors and your classmates.
- You are encouraged to browse your classmates' blogs. This will especially help you build your "Web-based Learning Technology Repository."
Here are some tips for you to be successful in this assignment.
- Use the tutorial from your blog service to learn how to use it and troubleshoot early in the course.
- Make sure you adhere to appropriate netiquette when posting your entries.
Each ELT assignment is worth 10 points. Your ELT assignment will be graded based on the ELT Blog rubric.
Total possible points: 10 points
| Evaluation criteria (weight) | Excellent (100%~80%) | Good (79%~20%) | Poor / No Evidence (19~0%) |
| Use of media in blog (5 points) | Multimedia (video, graphic, chart, audio, etc.) use significantly enhances blog presentation | Multimedia use moderately enhanced blog presentation | Multimedia use does not enhance blog presentation |
| Evidence of critical thinking (5 points) | Rationale for response is well supported, based on course materials (readings) | Rationale for response is well supported but is not based on course materials | Rationale for response is not clear |
Individual Activity Instructions
Module 2 Blog Activity Instructions
This activity is designed to help students identify features of existing Learning Management Systems (LMS) through searching the Internet. Both commercially available programs and open-source tools should be included in this activity. Students will play the role of an administrator of an organization deciding what LMS to purchase.
You are Director of Educational Technology at Chronicle Corporation. Your organization has assigned you to develop a strategic plan to implement e-learning You must consider many factors to make your decision. Decide what Learning Management System to purchase for your organization
First, you will have to learn about the prominent features of a common LMS. In order to educate your staff, create an evaluation list of the features of LMS. Put together a table showing each feature, and briefly describe the functions those features serve.
You are Director of Educational Technology at Chronicle Corporation. Your organization has assigned you to develop a strategic plan to implement e-learning You must consider many factors to make your decision. Decide what Learning Management System to purchase for your organization
First, you will have to learn about the prominent features of a common LMS. In order to educate your staff, create an evaluation list of the features of LMS. Put together a table showing each feature, and briefly describe the functions those features serve.
- Search online for two articles about an LMS published by professional organizations, magazines, or academic journals (e.g., ASTD, training magazines, etc.)
- Identify prominent features of the LMS from both articles, develop a list of its features, and briefly describe it as if purchasing the LMS for your organization.
- Be sure to cite your sources in the body of your post.
- All students should provide constructive feedback to each other, and should share their thoughts and experiences.
Module 3 Blog Activity Instructions
This activity is designed to help students explore different screen-capture tools currently available, producing a multimedia instructional clip by using screen-capture software. Students need to make sure that their hardware configuration is compatible with any trial software’s requirements before downloading it.
- Search on the Web to see what screen-capture tools are available for free, or in free trial versions.
- Explore the different screen-capture tools independently. You might take this opportunity as “play” time, trying different functions of the tools on your own.
- Use your choice of a screen-capture tool to create a 60-second video capturing and introducing your favorite Web site, with narration.
- Save your file as a SWF file (able to play in Adobe’s Flash player).
- Write an original paragraph about how a screen-capture tool can be used, and in what types of instruction.
- Upload your SWF file as an attachment to your blog.
- Review your classmates’ ideas and screen-captures. Peer feedback is not required, but it is recommended.
Module 4 Blog Activity Instructions
Students will evaluate an online educational game with a proven instructional system design model. In this activity, students will examine instructional games from a different approach, with specific focus on pedagogical soundness as opposed to entertainment value.
- Identify one online educational game from the sites above, or choose your own.
- Play and finish the game.
- Evaluate the online educational game using the Evaluation Form.
- Post the URL of the online educational game, and attach the filled evaluation list to your blog.
Module 5 Blog Activity Instructions
In this activity, students will identify a computer-based educational simulation and evaluate it in light of Modality Principles of Clark and Mayer.
- Conduct an online search for computer-based educational simulations. Note that simulations are different from games.
Search keywords: simulator + subject matter (e.g., math, stock, engineering, climate) - Evaluate the computer-based educational simulation using qualitative description, based on Modality Principles, by answering the following questions:
- What is the subject matter of the simulation?
- Who is its intended audience?
- Where can people access or locate it online?
- Describe the process involved in completing it.
- What are the media formats (e.g., text, audio, video) it uses?
- Did you find its design consistent with the Modality Principles, or not? Why?
Module 6 Blog Activity Instructions
In this ELT activity, students will experience the power of Web 2.0 technology for teaching and learning in light of the growing popularity of social networking interfaces (e.g., MySpace, Facebook, YouTube). Students will search for and identify YouTube clips with instructional value and will reflect on the reading assignments.
- Identify two YouTube video clips that teach people specific skills—for instance, how to play a musical instrument (e.g., guitar, piano, flute, drums), how to dance Salsa or Tango, how to solve a math problem, how to make origami.
- Include the title and the URL of each clip in your posting.
- Evaluate each clip’s instructional effectiveness based on the following questions:
- Who might be the target audience of the clip—entry-level, intermediate, or advanced learners)? (1 pt)
- What is the strength of the video clip in terms of its instructional quality? (1 pt)
- What is its weakness in terms of its instructional quality? (1 pt)
- What could be added or removed to improve the clip’s instructional quality? Approach this question based on the Multimedia Instruction Design Principles we have discussed to date (from Clark and Mayer’s chapters). (2 pts)
Module 7 Blog Activity Instructions
Students will compare several tools for creating online tests. Both commercially available and open source products are eligible for students' selections. Students will also discuss the educational value of the online test tools and strengths and weaknesses of the tools they select.
- Download and install two test-creating tools (free trial versions) from Horton’s list.
- Create online tests using both tools. The online tests don’t need to be published online; you’ll submit screenshots of your tests instead. Each individual needs to create one test using each tool.
- To capture the screenshots, download a trial version of SnagIt or simply use your keyboard’s PrintScreen key. (There are other free tools on the Internet.) You may be already familiar with screen-capture tools from the previous ELT activity. If you need more information on Print Screen, it is your fingertips on the Internet.
- After creating the tests, answer the following questions by comparing both tools:
- What tools did you select, and what are their system requirements (e.g., Linux Ubuntu, Windows Vista, Mac OS X)? (2 pts)
- Which tool is more intuitive to use? Provide examples from both tools to support your answer. (2 pts)
- What are the strengths and weaknesses of each tool? Provide examples to support your answer. (2 pt)
- Which tool provides more options for creating different types of tests? (Refer to Horton’s chapter if necessary.) (4 pts)
- Your posting should include
- Screenshots of your online tests created by both tools
- Responses to the comparison questions
