Вы находитесь на странице: 1из 7

# THE UNIVERSITY OF THE WEST INDIES

Graduate Coursework Accountability Statement (To be completed by student) ACADEMIC YEAR: COURSE CODE: NAME:

SEMESTER:

Trimester III

## TITLE: Design, Instructional Technology and Distance Education ID:

Nigel Palmer

308004457

1. I hereby certify that I am the author of the attached item of coursework and that all materials from reference sources have been properly acknowledged. 2. I understand what plagiarism is and what penalties may be imposed on students found guilty of plagiarism. 3. I certify that this paper contains no plagiarised material. 4. I certify that this is my own work and that I did not receive any unfair assistance from others (including unauthorized collaboration) in its preparation. 5. I certify that this paper has not previously been submitted either in its entirety or in part within the UWI system or to any other educational institution. 6. In the case of group work: a. I certify that the individual work of each member of the group has been clearly indicated; b. that where no such indication has been given, I take the responsibility for the work as if it were the section of the paper for which I am solely responsible; and c. that I have not collaborated with any members of the group to breach the Universitys regulations.

. Signature

Date

## Assignment 2 Brief learning Unit using [New] Media

By Nigel Palmer

A Paper Presented in Partial Fulfillment Of the Requirements of EDID 6502- Analysing Human Performance Trimester III, 2012-2013

## Email: University: Course Coordinator : eTutor Date:

nigel.palmer@my.open.uwi.edu University of the West Indies Open Campus Camille Dickson-Deane Sandhya Gunness October 23, 2013

## New Media Articulate Storyline Verbiage describing:

1. a. The Lesson A percentage is a simple but powerful concept which allows a part or a proportion to be expressed as a fraction with denominator 100. Students may quickly learn how to calculate the given percentage of a sum, but they might struggle to explain what percentage is actually stating or to simply convert from fractions to percentage and vice-versa. The media presentation, Percentages Conversion, which was developed with a Grade 7 class in mind, would provide a simple overview of percentages and links fractions with percentages.

1. b. Objectives At the end of the lesson: i. given three common fractions to convert to percentage, students will convert all three correctly. ii. given three decimal fractions to convert to percentage, students will convert all three correctly.

1. c. Description of the media used Articulate Storyline, which was created by Articulate Global, is a powerful standalone tool that uses interactive features such as simulations, screen recordings, drag-and-drop interactions, click-and-reveal activities, quizzes and assessments to help individuals to build dynamic, engaging content. It is intuitive, easy to use, and an excellent tool for creating learning material. Its user interface is similar to MS PowerPoint; thus making the PowerPoint user feel at home (Lee, 2013). One key difference however, slide layers, which is an innovative way of building multiple interactions on a single slide. This feature allows the designer to quickly and easily overlay objects, and trigger layers to appear when learners take certain actions. Triggers allow designers to enhance the interactive nature of Storyline by choosing from a menu of easy-to-understand actions (for example: jump to slide or show a layer). They then allow you to designate when you want the action to occur such as when a user clicks on a certain object. Using two or more triggers can create an increasingly complex interaction. What helps to set Articulate Storyline apart from similar software is its ability to combine the simplicity of form-based authoring (tools used to create web-based HTML forms) with the more flexible side of slide-based editing. The outcome it makes it easy to create different types of interactive questions on the presentation. In addition, advanced users may take advantage of more powerful quizzing tools, including: question pooling, randomization, the ability to score a learners progress at multiple points in the course, or building a question using any object on a slide. Additionally, designers can get courses to learners wherever they are. Articulate Storyline publishes to Flash (which is supported by the majority of personal computers), iOS compatible

devices (iPads and Macs etc.) and HTML5 (a popular format for delivering content with rich multimedia and interactivity and the language of websites).

## 2. The media lesson The media lesson is located below.

3. Reflection It is always with a sense of excitement that I approach new concepts. Considering the assignment gives us latitude to choose from a variety of new media, I felt like a child in a candy store. Few of the tools (Wikis, Camtasia, and Screencast) were already known to me. This made the choice easier Articulate Storyline. Storyline had features found in the other new media, plus, it was able to publish work in iOS, Flash and HTML5. My initial excitement soon turned into dismay, as there were not many tutorial videos to follow. I was determined however to learn even the basic functions of Articulate Storyline (enough to teach a simple grade 7 lesson). Eventually, even this realigned goal seemed daunting as the software had a myriad of functions and sub-functions to get acquainted with. Nevertheless I persevered.

To develop the lesson, I reflected on Merrills First Principles of Instruction. The lesson was structured, albeit in a simple format, to promote existing knowledge as a foundation for new knowledge; to demonstrate new knowledge to the learner; to allow the new knowledge to be applied by the learner; and to integrate the new knowledge into the learners world. It also caused me to reflect on the media versus method debate. I initially took the side of media (based on what I thought was a wealth of knowledge about instructional media), but delving into this assignment has opened my eyes to the scope and impact that instructional media have, or can have on the learning situation.