Training Slide Deck

Topics

Scenario-based Online Learning

Energy

Music

Friction Factors

Money Creation

Charts and Graphs

How Students Learn

Scenario-based CBT : Decision Point

Creative Commons, Robert Kennedy 3, July 2010

Scene Setup

Response Options

Decision- Specific

Tips

Pictorial depiction

of key element in scene

setup

Navigation

Energy Kinetic energy is being transformed into gravitational potential energy

Gravitational potential energy is being transformed into kinetic energy

Spring potential energy will be transformed into kinetic energy

Slide credit: Magdalen Normandeau, UNB Physics.

MusicTimbre is the tone quality.

Musical notes are not made up of just one standing wave……but many.

The mixture (recipe) determinestimbre.

wavespeed, v

f1 v

v2L

f

rela

tive

inte

nsity

f1

fundamental frequencyor first harmonic

f2 vL

2 f1

f3 3v2L

f2

f3

second harmonic

third harmonic

Slides credit: Magdalen Normandeau, UNB Physics.

6

Reynolds Number

Nuo, fo

TwallTinletHeat Flux, q˝

h

Nu

Tbulk

Friction Factor, f

Pressure Drop

22 bulkair

htap

ux

DdPf

4.08.00 PrRe023.0 Nu

2.00 Re046.0 f

air

h

k

DhNu

Pressure Taps ThermocouplesVenturi Meter Voltmeter

Normalized friction factors and Nusselt numbers correlated our data with the data of others

Slide credit: Michael Alley, Melissa Marshall, Penn State, August 10, 2008.

Money Creation through Fractional Reserve Lending

Bank keeps 20% and lends 80%

Borrower buys something, seller puts $ in a bank

Bank keeps 20% and lends 80%

…and so on…

Tota

l mon

ey s

uppl

y

Money created by fraction-al reserve lending (across the banking system)Someone

puts $ in the bank.

The instructional design process s/b flexible and iterative

Analysis

Design

DevelopmentImplementation

Evaluation(summative)

•Assess Needs to Identify Goals

•Conduct Instructional Analysis

•Analyze Learners and Contexts

•Write Performance Objectives

•Develop Assessment Instruments

•Develop Instructional Strategy

•Develop and Select Instructional Materials

•Design and Conduct Formative Evaluations

•Revise Instructional Materials

•Field trials•Run a serial

•Gather and analyze data

•Does the course solve the problem identified in the needs analysis?

Formative evaluation throughout

NB Instructional Designers

1/1/2

001

1/1/2

003

1/1/2

005

1/1/2

007

1/1/2

009

1/1/2

011

0

5

10

15

20

25

PhD

Bachelors

PhDMastersBachelorsCommunity College

OCF, FCF Cash Flow by Year

2005 2006 2007 2008 20090.0

2,000.0

4,000.0

6,000.0

8,000.0

10,000.0

12,000.0

14,000.0

16,000.0

18,000.0

OCFCAPEXFCF

Learning = Creating and modifying schemas (mental models) and storing in LTM

Working (Short Term) Memory: 7 new items +/- 2; 15-30 sec.

Long-Term Memory: Mental Models (schemas)

“Processing:”•Elaboration•Cueing•Encoding

Going over new information in your mind, trying to connect it meaningfully to your current mental models of topic (retrieved from LTM), refining them, labelling…

(Very limited capacity)

(Enormous capacity)

Goal of Instruction: to increase/refine schemas in LTM (info retrieved from LTM into WM does not have the capacity and duration limitations of new WM items).

Storage

Retrieval

Navigation

The organizational system set up to facilitate your movement through various screen displays in a course using computer input devices, typically through mouse clicks on icons, buttons, and/or hyperlinks.