Session 8

Session 8

1. List the two levels of testing as outlined in the presentation and discuss each one in turn. Then describe the types of testing activities for each level of testing.

First, media fidelity testing is done at the point or before the creation of the actual media.  This ensures that the product is complete and of an acceptable quality.  This testing is usually done by the creator or leader of the designing team.  In addition, media fidelity testing is done with the media in as close to its release form as possible.  This is done to ensure that the media works properly and does what it is supposed to.  It is done in as close to release for as possible so that any issues that the actual users will encounter can be pointed out and fixed.  The types of testing for this include using web-based validation checkers to check HTML code, CSS coding, and ADA compliance.  Another type of test include testing the product under specific sets of circumstances that the actual users might encounter.   This includes using different machines, software, browsers, bandwidth, etc..

The other type of testing is done to ensure that the product leads to the desired student outcomes.  The first level of quality testing is done before the material is created or designed.   Usually, experts in the field are consulted to review the material that will be presented in the product.  The experts review the material to ensure that the material is within the domain of study and they provide their opinions on it.  It is important to do as much quality checking of the product at this stage because changing media later can be much more expensive and time consuming.  Media quality testing  should also be done with the media as close to release form as possible.  This is usually done with beta tests given to actual students.  Comparing the learning outcomes of the test subjects gives you the information needed to assess whether or not the materials are working effectively. This gives you the information you need to make changes which may be needed to achieve the learning results you intend.


2. What is ADA and how does it apply to the design and development of eLearning materials?

ADA is the Americans with Disabilities Act of 1990.  It applies to the design and development of eLearning materials because it provides the mandatory guidelines established to ensure that individuals with disabilities can access and use the materials that have been created.

3. What is your institutions (You may use CSUSB's) policy towards ADA and eLearning? Explain what this means in practical terms and what you think the strengths and weaknesses of the policy.

CSUSB Policy:

"California State University, San Bernardino is committed to providing accessibility to university information to all CSUSB students, faculty, staff, and interested parties regardless of disability.  This policy is intended to comply with, and incorporate by reference, the CSU statement on accessibility articulated in Executive Order 926, The California State University Board of Trustees Policy on Disability Support and Accommodations, and Coded Memorandum AA-2013-03.

The purpose of this policy is to establish the governance and standards that allow the university to comply with Executive Order 926, the CSU Board of Trustees Policy on Disability Support and Accommodations.

In support of this policy the Accessible Technology Initiative (ATI) Steering Committee will be established to provide campus oversight and maintain the Web Accessibility Standards and Guidelines, Instructional Materials Accessibility Plan (IMAP) Standards and E&IT Procurement Standards in collaboration with the university ADA Compliance Officer.  The approved standards and guidelines will be available electronically on the Accessibility website.

This policy requires that all Electronic & Information Technology (E&IT) that contains information necessary for students, faculty, staff, and interested parties to conduct business with the University, and employees of the University to complete required work, must comply with the CSUSB Web Accessibility Standards and Guidelines, Instructional Materials Accessibility Plan (IMAP) Standards and E&IT Procurement Standards."

The strength of this policy is that it makes it clear that all parties affiliated with the school should have equal access to all of the information provided regardless of an disabilities.  This allows for equal opportunities for all and will not set anybody at a dsadvantage.  The weakness of this policy is  that it is not very specific about the precise standards and guidelines it follows to comply with ADA.  In other words, it is very vague.

4. Revisit the 11 instructional design steps presented in chapter 1 of the text (Design Quickly and Reliably).* Revise this 11 step system using what you now know about development and testing. Try to create your own instructional design process/template that you might actually use. Briefly explain your modifications.

1. Identify your underlying goal:
The ultimate goal of the instruction will be for the audience to be able to determine what the missing values are for given right triangles.  Students will need to identify whether they are looking for missing sides or angles.  Then, they will identify which of the three trigonometric functions to use and solve for the missing values.  I would talk to other Geometry teachers to ensure that I am not missing any major goals and to get suggestions about what else should be a goal and what shouldn't be.

2. Analyze learners' needs and abilities:
Learners have no prior experience in the field of trigonometry.  They do, however, have experience with right triangles and slope.  Students will be able to identify which trigonometric function to use in specific situations to solve right triangle problems, including real-world problems.  I prefer using PowerPoint presentations to implement lessons and google forms for assessment purposes.

3. Identify what to teach:
Students will be taught how to identify and label the sides of a right triangle.  Following that, students will be taught SohCahToa to determine which trigonometric ratio to use in different situations.  Students will also be introduced to inverse trigonometric functions. I would also have experts in this area (other geometry teachers) look over the content to ensure that I am not missing anything and that the quality is good.

4. Set learning objectives:
Students can label the sides of the right triangle.  Students can determine which of the three functions to use.  Students can determine whether to use the regular functions or the inverse functions.  Students can solve for missing sides or angles in a right triangle.  Converse with experts to determine whether these objectives are sufficient or if some others are needed.

5. Identify prerequisites:
Know how to identify the hypotenuse and legs of a right triangle.

6. Pick the approach to meet each objective:
Talk to experts in this field to get suggestions on the approach to delivering this information successfully and efficiently.

7. Decide the teaching sequence of your objectives:
Talk to experts about the most efficient ways to deliver this content. This would be my initial sequence:
To be able to identify the sides of a right triangle.
To be able to identify which trigonometric function to use in each problem.
To set up an equation to solve the problem.
To solve the problem (using inverse trigonometric functions if necessary).

8. Create objects to accomplish objectives:
PowerPoints and videos will drive the course and deliver the information needed to accomplish the objectives.

9. Create tests (Add other methods to determine whether or not objectives are met as appropriate.):
Inquire about testing techniques with experts.  I would choose online tests through google forms.

10. Select learning activities:
Solving problems involving right triangles and either missing sides or angles.  Solving real-world word problems that require drawing illustrations of the problem and using trigonometry to solve.

11. Choose Media (Add a discussion of activity structures and interactions.):
 I will use a powerpoint and screencasting tools to deliver the content of this course.  Google forms will also be used.  I would also consult with experts to see if there are other forms of media that are proven to deliver this content efficiently.

My modifications include consulting with experts in the field in order to ensure the quality and completeness of the content.  I would also consult with experts to ensure the media is appropriate and meets the required standards.