Project Presentations

Teri, Pete, Roger, Rick - How to Create an Online Course
I like the use of clickers to help with the critical aspect of monitoring learning throughout this workshop. Not only does it help you evaluate, it also can be a motivator for the kids to participate.

Ross, Katie, Alison - Impromptu Speech Workshop
Things we learned:
*We would change the language to all be in the first person, rather than changing voice. This was perhaps a result of our collaboration, as three people contributed to the writing of the objectives. We needed to be more thorough in our editing.
*Revise, revise, revise!
*Keep breaking things down.
*Trying things out is vital! How else are you going to catch all the revisions that need to be made.
*Our three different perspectives helped - Alison was the insider, Ross has resources and creativity, Katie has skills and pulls it all together.
*Outside eyes are good! Ross and Katie aren't used to speech lingo, so we were able to ask clarifying questions Alison hadn't thought of. Asking a professional (the speech/debate teacher or a judge) is invaluable.

Team 5 - How to Paint a House
*You need to make sure that your instruction is complete. You can't just rely on an experienced instructor to fill in your gaps in instructional design.
*It's easy to make things difficult. The trick is to make things simple.
*Lots of pictures - not as much text was helpful in appealing to the intended learners for this project. People don't like to read a lot when they're ready to go on their painting project.
*Think of logistics. - Will someone painting want to go to the DVD when they're in the middle of their project, covered in paint? No. So, quick-reference laminated cards and an even more simplified job aid were made.
*Creating a script before filming made the production of the movie a lot more time efficient.

Camille, Shannon, Lorraine - How to Create a PodCast
*I like the idea of a Back to School Night podcast for parents who could not be there. Wouldn't it be nice to have a way for a lot more parents to get the introductory information.
*It can be difficult when dealing with technology instruction to know where to cut off the entry behaviors (prerequisites) for the course.
*Pod Bean - free website for publishing podcasts

Gibb, Rossi, Funaki - How to Tile a Bathroom
*Once you've broken things down to the point of silliness, how do you stop? How do you know how down to basics to go - how much do you break it down? How much is too much?

Lisa, Randy, Scott - How to Make Focaccia Bread
*I like that they had a very specific situation to create their instruction for - a very specific group of learners - a specific problem to solve. I think that helps with the development of the instruction.
*The analysis phase really helps to bring your whole design project into focus. It helps you make sure there are not important steps you are overlooking or needs of the learners you have missed.

Jill/Richard - How to Prep a River Rafting Group
*Again, the project was well focused. Very specific goals and target audience.
*Fun participation!

Main focus of the semester:
Where do you want to go?
How are you going to get there?
How do you know when you're there?