The Real China Tutorial The Real China Tutorial PresentationPresentation

IT 636IT 636

The Real China Tutorial The Real China Tutorial PresentationPresentation

IT 636IT 636

by: Houbin Fangby: Houbin Fang

Introduction• The Real China CD-ROM tutorial is

created to help users learn Chinese culture and know a real China.

Needs Assessment

• More than two million English-speaking people go to China every year for all kinds of reasons and many of them are interested in China. Furthermore, even more people want to know China who do not have time to go there.

IS NEEDED!

Needs Assessment• Needs assessment questionnaire

– 20,000 English-speaking people were received emails contained this questionnaire.

– 19,036 of these people replied qualifiedly.

Needs Assessment Results

• The results from the questionnaire indicated there was a great need for a CD-ROM based tutorial to help people know a real China.

Goal• to provide the real and beneficial

information and knowledge of China for those people who are interested in this mystery country.

Rationale• Needs assessment survey

indicated a need for a CD-ROM based tutorial.

• Using multimedia technology to design this tutorial has more advantages than other format, such as books, TV, or internet.

Learners Analysis (1)• Target Audience: - College students and

educators. - The general public who are

interested in China.– Age ranges from 20-50– From high-school to Ph.D.

Context Analysis•Requirements:

–Computer with CD-ROM drive–Window me or higher–32 MB or bigger of RAM–Sound card, Video card, speaker–Flash Player 9 or higher, window media player

•Tutorial includes:–Technical help–Navigation

Design Team• The design team selected has an

assortment of knowledge, education, skills, and experience within each area assigned to him/her, and the Chinese culture as well.

Project Manager: Billy Needleman

• Responsibilities: – Making plans and schedules for the

development of this tutorial – Delegates responsibilities to other

members– Agent to the client

Subject Matter Expert Group: Tobin Washington, Mary Yang, Ben

Fang

• Responsibilities: – Giving advice concerning the

appropriate use of content– Making sure the accuracy of the

translation – Setting the pace and composition for

this tutorial.

Instructional Designer: Laurel Walker

• Responsibilities:– convene meetings and give updates

on the relationship between content and instructional goals.

– assesses the needs of the project and prepares proposals in order to meet those needs.

Systems Analyst: Karen King

• Responsibilities:– Analyze and modify the design system

Programmer: Kris Hack • Responsibilities:

– Responsible for the creation and maintenance of the computer programs

– Maintain the machine executable digital files.

Artist and Multimedia Specialist: Lee Davies

• Responsibilities:– Locate and secure settings, properties, effects,

and the format of the CD-ROM tutorial– Observing the peripheral equipment operation

and error messages displayed on the terminal monitor to detect faulty output or machine stoppage

– Helping design the graphics to be used in the tutorial and screen layouts that would be most attractive and appealing to the target audience

Translating Expert: Lily Chang

• Responsibilities:– Translate some material from

Chinese into English– Make sure all the translations are

right.

Testing and Evaluation Expert: Randy Davies

• Responsibilities:– Design, distribute, and analyze evaluation

surveys– Helping the design team collect feedback

and make appropriate revisions to the tutorial

Maps• Course Map

• Lesson Map

Task Analysis/Concept Map

• The purpose of the task analysis is to represent or organize knowledge.

• The task analysis shows relationships between the concepts that are being presented.– Concept Map

Performance Objectives• The Performance objectives help

the user identify the knowledge and information that they can gain from this tutorial.– Performance Objectives

Cognitive Strategies• During the process of using The

Real China Tutorial, the user will have the advantage of multiple cognitive strategies to address most learning styles.

Attention/Selection Perception

• Outlining: color and navigation bar.

• Resources section and images• Audio and video offer users more

information

Rehearsal• Repeating• Images, audio, and video• Colorful texts • Quiz and exercise

Semantic Encoding• Choosing units and lessons to learn• Implication• Back button to reinforce skills• Feedback (Quiz) Semantic Encoding• • In order to help learners use prior knowledge gained in the

tutorial to understand other related lessons, background knowledge will be offered as well as some relevant links. For example, at the beginning of the Spring Festival section, the tutorial will introduce the users to situations about the Qin Dynasty and when people first started to celebrate the festival. Also, the origin part of Spring Festival is related to the Qin Dynasty which is in the history unit, so some links may be offered to the Qin Dynasty subunit if learners want to review the knowledge in that part (the Qin Dynasty will appear in the History Unit which is ahead of Spring Festival part).

Retrieval• Graphics, video to show examples

to users.• Summary in the first page of each

unit.• Quizzes.

Executive Control• Affective strategies

– Buttons: Back, Previous, and Next (control over the pace)

– Titles (monitor positions and progress)

– Preview questions– Quiz (evaluation, feedback)

Instructional Strategies• The tutorial uses the “Nine Events

of Instruction”

Gaining Attention• Visual and auditory stimuli

– Graphics– Videos– Sounds– Music

Informing Learner of Objectives

• Objectives will appear on the first page of each Subunit and lesson.

Recalling Prerequisite Learning

• The tutorial builds upon each unit and the content are related.

• Glossary helps users a chance to recall prior learning.

• Generalization about preview lesson at the first page.

Presenting Stimulus Material

• Colorful texts and animation.• Internet links• Video clips• Graphics

Providing Learner Guidance

• Navigation features (title, buttons)• Help feature • Glossary

Eliciting Performance• First page of each lesson (two

part)• Quiz

Providing Feedback• The learner will be provided with

feedback during each quiz.

Assessing Performance• Quizzes. • Exercises

Enhancing Retention and Transfer

• Users will use the information gained in the tutorial when they go to China or do some research on Chinese culture.

Interactivity• Reactive level-Learner cannot quit during a

lesson. • Coactive level-Learner chooses what lesson

to view, option to complete additional learning activities, and tutorial is self-paced not timed.

• Proactive level-When learner clicks on an icon something else happens (video, Audio, & Pictures.)

Feedback• Quiz feedback: given during the

quiz at the end of each subunit. • Exercise feedback: given during

the quiz at the end of each lesson.

Assessment Strategies

• Selected-Response Assessment - To determine students’ mastery of a large body of content - To assess a wide range of cognitive capabilities• Constructed-Response Assessment - Need to construct an answer - Final quiz, short answer questions

Formative Evaluation• Formative evaluation is an ongoing

analysis of the design of the tutorial during the

development of implementation. - Learners - Subject Matter Expert - Translation Expert

– Formative Evaluation Checklist

Summative Evaluation• The summative evaluation was

completed after the program’s cycle. - Judge the worth/merit of the tutorial. - Instructional Effectiveness - Instructional Efficiency

– Summative Evaluation

The Real China• Tutorial