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- 1. WHAT MAKES AN EFFECTIVE LEARNING OBJECT (LO)? IX535: Unit 1 Team Wiki Team 4D Sharon Anderson Sarah Connelly Rachelle Gamblin Abigail Ngwako Viki Viertel
- 2. Objectives Clear objective? Effective aspects of presentation Ineffective aspects and Mistakes Useful training tool? Evaluate Shift Happens LO Evaluate Copyright LO V.S .
- 3. Shifthappens: Clear Objective? Not clearly stated Bombarded with data & facts overwhelming & alarmist info Tries to highlight changes in world & warn viewers world will continue to change
- 4. Copyright: Clear Objective? Inferred from question on first slide: How does copyright apply to online resources and technologies? Gives background and info to answer question
- 5. Shift Happens: Effective aspects Displays text effectively (Bray, 2009) Good ratio of text to visuals text not overwhelming Varies format (Bray, 2009) Audience doesn’t get bored “show rather than tell” (Bray, 2009, p. 208) Use familiar concepts (Bray, 2009) i.e. using examples related to CDs, laptops, college, Myspace, etc. Incorporated participation/interactivity Asking questions (i.e. Did you know? Pop quiz, To whom were these questions addressed before Google?)
- 6. Copyright: Effective aspects Organized Provides list of topics at beginning Summary slide at the end Limits number of slides (Bray, 2009) Good job in beginning with lists, bullet points Incorporated participation/interactivity i.e. Quiz towards the end- what does the Teach Act let us do?
- 7. What parts were ineffective? LO not clearly stated No target audience No degree of measurement Started with an non- leading question Font size too small Length of presentation was too long Style of text Graphics Too many bullet statements Shifthappens Copyright
- 8. What was the most glaring presentation mistakes made? No learning objectives early on in the presentation. Font size is small and difficult to read Music in the background was inappropriate and unfitting of presentation Inconsistency in the slides Font size too small Some graphics used are irrelevant Sides have too much information (“Wordy”) Shifthappens Copyright
- 9. Q:Was it a useful training tool? Answer: No “a training tool needs to express the training objective in terms of a desired behavior or outcome”(Stimson, 2002, p. 6) did not highlight any objectives No expected outcome Answer: No “ …for the learner to teach themselves must have an end goal” (Bray, 2009) Data filled but with no direction given Did not provide goals or objectives Shifthappens Copyright
- 10. References Bray, T. (2009). The Training Design Manual: The complete practical quide to creating effective and successful training programs (2nd ed.). London, England: Kogan Page Ltd. Stimson, N. (2002). How to write and prepare training materials (2nd ed.). London, England: Kogan Page Ltd.
Notas del editor
- In order to get a better understanding of what makes an effective Learning Object (LO) we will be evaluating two learning objects (LOs) Shift Happens and Copyright in this presentations. Team 4D will be addressing whether each presentation included a clear objective, effective and ineffective aspects, any mistakes that were made and whether it was a useful training tool.
- The objective of this learning object is not clearly stated. The slideshow is examining America’s future in the 21st Century. The viewer is bombarded with data and facts – the slideshow is interesting and informative, but also overwhelming and a bit alarmist in nature. The objective of this learning object is debatable. To me, this presentation seeks to highlight how much the world has changed, and to warn the viewer that our world is not done changing.
- The objective of this learning object is not specifically stated, but it can be inferred that the presentation aims to answer the question on the first slide: How does copyright apply to online resources and technologies? The presentation provides a lot of background on Copyright law specific to academia, and does improve the viewer’s ability to begin to answer that question.
- “…most people remember what they see more easily than what they hear…” (Bray, 2009, p. 196). The Shift Happens presentation makes use of visuals very well. According to Bray (2009) it is important that the text is displayed effectively in visual presentations. In Shift Happens presentation the ratio of text to visuals is good, there is not too much text to make it overwhelming to the audience.With so many slides, 67 in total for Shift Happens presentation, it is important to vary the format (Bray, 2009) so that the audience does not get bored. As Bray said “show rather than tell” (Bray, 2009, p. 208). I think the Shift Happens presentation does a good job of that by varying how the visuals and facts are presented. To make it easier for audience to take in the information it is also helpful to use familiar concepts (Bray, 2009). In the Shift Happens presentation they relate the facts to many examples that we can all understand such as number of CDs, laptops, college attendance, Myspace, etc. It can also help to incorporate participation or interactivity to make the presentation memorable and easy to retain. Shift Happens presentation does this by asking some questions to the audience to make them think about the facts as they are presented, such as Did you know? Or To whom were these questions addressed before Google? They even have a pop quiz midway through.
- Some of the effective aspects of the second presentation on Copyright include the following. There is good organization in the presentation with the outline of topics covered at the beginning and then summary slide at the end.According to Bray (2009) having too many slides can be a disadvantage since most people will lose interest after awhile and it would be difficult to retain the information. The Copyright presentation does a good job with only having 12 slides. At the beginning of the presentation they did a good job utilizing lists or bullet points to make it less overwhelming to the audience.Lastly, the Copyright presentation included some participation or interactivity towards the end by including a quiz at the end, asking “what does the Teach Act let us do?”
- Shifthappens:The learning objective was not clearly stated. Bray (2009), “An objective, on the other hand, is a clearly defined milestone which is a step towards achieving an aim” (loc. 2787). Without a clearly stated objective, the learner has no idea what they are supposed to accomplish or take away from the learning session. The performance requirement, criteria and, conditions were not listed. There was no degree of measurement. Who is the target audience? The question would have to assume it is not elementary students but possibly high school or college age students would understand the presentation.The length of the slide show was ineffective, PowerPoint presentations should be short and sweets while highlighting the most important facts and points. The font was a bit small so it was at times difficult to read. Copyright:In this presentation the parts of the presentation, which were ineffective, was the style of the text. It was difficult to read. The graphics used did not follow along with subject. The slide, which contained the Fair Use factors, was too wordy and the font was too small to read even on a computer screen. Too many bullet statements were used on slide number eight. The indentions were also not used correctly on slide nine.
- Shifthappens: The most glaring presentation mistakes were referencing the learning objectives. It begs the question what does the learner need to know? This was not known until the very end. The presentation itself was well put together, however the lack of knowing up front what the learner was going to learn was missing. Also, the font size is small and difficult to read. And lastly, the music in the background was like a lullaby and due to the length of the presentation it may cause drowsiness. Copyright:The most glaring mistakes that I noticed were the inconsistency in the slides in terms of the use of bullets, capitalization and use of bold lettering. Slides need to be consistent when using bullet, numerical format, Roman numerals or the alphabet, the creator of the presentation used several different versions within the same slideshow. The font size was not ideal for a PowerPoint presentation, it is important not to use distracting fonts, font colors or small font sizes, this detracts from the information being displayed. Using graphics in a PowerPoint presentation can be a great way to grab the attention of the audience, however the use of graphics can be a bit overwhelming when being used in excess and when the graphics being used are not relevant to the presentation. I found some of the graphics in this presentation to be very distracting and not necessary for the presentation.
- Question: was it a useful training tool?Shifthappens:Answer: NoAs a training tool I felt that this presentation did not communicate the objectives clearly. According to Stimson (2002 pg. 6) “Effectiveness, achieving your objective, is the sole reason for communicating at all.” Additionally Stimson (2002 pg.6) states that “a training tool needs to express the training objective in terms of a desired behavior or outcome.”This presentation did not highlight any objectives specifically. The visuals of the presentation did not lead to any communicated expected outcome. Copyright:Answer: NoThis presentation was data filled, but no direction was given for what to do with this information. According to Bray (2009) the Structuralist approach to how people learn is a way in which a learner teaches himself or herself, a PowerPoint with volumes of data such as this one, appears to be in this genre, in that it is self paced. However this is Structuralist framework Bray (2009) states that for the learner teaches themselves but must have an end goal, to be able to breakdown the process. In this case the presentation did not provide any information for goals or objectives.