Rough workflow for a branching scenario activity. The learner is required to make a decision, they’re prompted with hint/extra information to help them make decision. Learner makes decision. Feedback is provided based on the learner’s decision.
My revised branching scenario, a day later.
Another revised branching scenario, a day later.
A public conversation with myself about learning is a collection and reflection on some of @todd_conaway’s tweets from #silt2011. One of the most interesting things for me is the familiarity of themes expressed in his tweets. Learning objectives with real-world application of skills, learning outcomes and competency based completion are all staple objectives in the Vocational Education and Training (VET) sector in which I work.
What is it?
A scheduling app for students that operates on mobile devices.
What does it do?
The app can connect to existing student records/results services and display:
- Class/tutorial dates and times (Semester/Year)
- Assessment/assignment due dates (Semester/Year)
- Assessment/assignment completion status. For example, the status update could read ‘you have completed 2 of 5 assignments. There are 3 more to complete.’
- Student and public holidays
- Alerts for any changes to schedule. For example, change of classroom location, date, time or cancellation.
- Location of student in relation to classroom. For example, the map you suggest to the student that ‘you’re HERE and you need to go THERE.’
- Additional information about events/activity occurring across campus(es). Students can choose to (un)subscribe to these event/activity updates.
Concept sketch for a persistent location based ambient sound layer. The ambient sound layer will leverage location data (google maps, directions), photographs (Flickr, Twitpic etc), text (blog posts, wikipedia, annotation, comments via Twitter). The ambient sound layer is designed for mobile devices. Relationships between sound recordings can be created (For example, the same type of sound at different locations). Time specific recordings can also be located on the layer (For example, the sound of something last month, year or decade). So far the ambient sound layer is just a concept.
This drawing blocks out the flow of an interactive device where the learner is required to determine job requirements by talking to the clients.
A diagram that describes the workflow of an activity. The activity requires the learner to identify and evaluate an organisation’s workplace procedures. This diagram optimises the previous simple procedure.
A diagram that describes the workflow of an activity. The activity requires the learner to identify and evaluate an organisation’s workplace procedures.
Scrawlin’ out the structure and sequence of an learning object is one of my favourite parts of the planning process.
Interactions based on the ‘compliant completion of documentation’ are a resource development staple. They always present an interesting challenge. Representing a ‘real life’ element (paperwork, document, forms, pro-forma) on screen in a meaningful way.
This drawing describes how a interaction that requires the learner to complete an ‘OHS action plan’ could be represented on screen.
I use drawings to complement my learning resource scripts. I try to give as much information as possible to the development team. Sometimes it helps.