This was by far the most fun project I’ve completed in the EDTEC program, especially since it was about a topic that I was very interested in.

In order to complete all the requirements for this final presentation, I had to use some new software, which was very exciting to do, and learn especially at the last minute.

For the slide presentation, I used Apple iWork ‘08 Keynote.

I created an introductory movie as well in Keynote, but then exported it to Apple iMovie ‘08 because Keynote does not have the capability to lay down separate audio tracks. I needed to do this so I could have a music track playing in the background of my intro video.

To edit the music clip, I used a software called Wire Tap Studio by Ambrosia. I edited the clip using Wire Tap Studio, and then imported the clip into iMovie, and made some edits in iMovie as well. I then exported the movie, and then imported it into Keynote.

I wanted to capture a Flash animation from a web site, so I used Ambrosia’s Snapz Pro X to capture a selected area from my browser. I then imported this animation into Keynote.

Finally, I recorded my audio narration in Keynote. In Keynote you can record narrations on a slide by slide basis, but I found this to be cumbersome because it causes transition glitches when you stop and start recordings. Instead, I just recorded the narration from beginning to end, and just decided to live with the mistakes I made while speaking.

The movie export using Keynote did not work very well. The transitions and recorded timing of the narration did not export to QuickTime (.mov) properly. And forget about the Flash (.swf) export. There were too many error messages before exporting. So I went back to my trial version of Snapz Pro X and captured the presentation via View Recorded Slideshow in Keynote. Then I rendered the movie to 50% of its size, so hopefully it’s not too humongous and still large enough to read the text.

So I only have QuickTime format available. Please leave me a comment below if you would like to view the project. Now that it’s been graded already, I had to remove it from my web server because it was huge (~186 MB). I can send it to you via Pando. You should be able to view it on Windows or Mac using QuickTime Player or iTunes. Start the download, then go get a cup of coffee.  By the time you get back from coffee, the movie file should have finished downloading.  Enjoy!

I finished almost all the slides of the informal learning project presentation. There are still a couple of more things to complete. Currently, it is not fully animated, so you will have to manually advance the “slides” at some point in the presentation since I was experimenting with some of the animations and transitions.

I still need to write a presentation script, record audio, and insert some music files. I should finish my final presentation this weekend, and post the link to my Assignments page.

But for now you can view my very rough presentation draft, either in QuickTime format or Flash format. They should be compatible with both Windows and Mac OSX.

Managing Calories to Sculpt Your Body
An Exhibit Space at the National Health and Fitness Convention

Technology Integration Plan

Disclaimer:

The items described below are purely fictional.  They are shown and used solely for educational purposes during the participation in the EDTEC 671 “Learning Environment Design” course at San Diego State University during Spring 2008.

Introduction:

GetFitterResults is proud to announce that it is partnering with three major sponsors, NBC’s “The Biggest Loser”, 24HR Fitness, and MyFoodDiary.com.  As a result of this major sponsorship, GetFitterResults was able to purchase a larger exhibit space in the Exhibit Hall of the National Health and Fitness Convention.  Please refer to the detailed Exhibit Design Specifications and Objects for a description of each space in the exhibit.

Exhibit/Display Area

Main Exhibit Spaces

There are nine main spaces in the exhibit:

1. Large, widescreen display
2. Stage Area
3. Main Audience Seating Area
4. Multimedia Control Station
5. Consultant Area 1
6. Consultant Area 2
7. Sponsor Exhibit Area 1 – 24HR Fitness
8. Sponsor Exhibit Area 2 – GetFitterResults
9. Sponsor Exhibit Area 3 – MyFoodDiary.com

1. Large, widescreen display:

• Liquid Crystal Display (LCD) Super Monitor/Display

This super wide LCD is similar to the ones found in sports stadiums, except it features crystal clear LCD technology.  It spans almost the entire length of the 30-foot stage.  Mounted on the wall above the main stage banner, the LCD will be visible to the entire audience inside the exhibit space. 

2. Stage Area:

• Raised speakers (two) mounted on 6-foot stands located in the two back corners of the stage
• MacBook Pro (laptop)
• Dell 2407 24” Wide Flat Panel Display
• Wireless microphone
• Underneath the stage are technical hookups for:

          o   Audio
          o    Video
          o   Ethernet
          o   Internet connectivity – wireless broadband

3. Main Audience Seating Area:

• Raised speakers (two) mounted on 12-feet tall speaker stands located in the two rear corners of the audience area
   

4. Multimedia Control Station:

• Two MacPro workstations
• Two Dell 2407  24” Wide Flat Panel Displays
• Soundboard (audio controls)
• Technical hookups:

          Same capabilities as described in the Stage Area

5. Consultant Area 1:

• Three Internet capable (wireless) MacBook Pro laptops
• Three Dell 2407 24” Wide Flat Panel Displays
• Access to MyFoodDiary.com
   

6. Consultant Area 2:

• Same as Consultant Area 1
   

7. Sponsor Exhibit Area 1:

• Technology details for this space are not part of this project and will be governed by the sponsor. 
   

8. Sponsor Exhibit Area 2:

•  Same as Consultant Area 1, except four laptops and four displays
   

9. Sponsor Exhibit Area 3:

• Technology details for this space are not part of this project and will be governed by the sponsor. 

 

Lesson Plan & Learning Materials

 Anticipation:

• Animated video

          o   3-D Flash animation to be displayed on the LCD
          o   Shows the morphing of an obese person to a trim person.
          o   Example animation

• Digital music

          o   .mp3 file or other compatible audio file to be played via the exhibit sound system via the workstations at the Multimedia Control Station
          o   “Proud” (by Heather Small, performed by Richard Niles), theme song from “The Biggest Loser”

Phase 1 – Entry-Level Participation: (Introduction)

• Introductory video – played from workstations at the Multimedia Control Station
• Sound system
• LCD
• Wireless microphone  
     

Phase 2 – Mid-Level Participation (Main Presentation):

• Stage laptop, display, LCD
• Microsoft Word or other text editing software to record sample

          o   Meal data
          o   Exercise and physical activity
          o   Personal physical data

• Internet connection to http://myfooddiary.com
• Wireless microphone
• Sound system    
        

Phase 3 – High-Level Participation (Capstone Activity)

• Same requirements as Phase 2
• See also Consultant Area technical requirements
   

Phase 4 – Post-Visit Follow-up

• Email            
• Telephone

 

Here is part two of the design specifications and learning objects.

Alpha Testing
I did not conduct an alpha test because I was behind on this project.  Basically, I finished a fully-functional prototype, and moved straight into beta testing.

Beta Testing
For the beta test, I asked six people to provide me with feedback.  The tester sample had the following demographics:

• Four men, two women
• Four tennis players (all men): two past high school level players, two past collegiate and professional level
• Three people over the age of 50 (two men, and one woman), one woman, age 40, two men, age 19
• Three have Master’s degrees; two are currently in college; one has high school diploma as highest level of education completed (not counting the two college students)
• Two women are instructional designers (my co-workers)

 

Testers were provided link to course and feedback collection spreadsheet via e-mail. Testers were asked to comment, react, and provide suggestions to screen text, media, and feasibility of Challenge and Assessment questions (that is, whether or not they were able to get the questions correct).

Results and Findings
In general, there were three main problems needing attention as a result of the testing.

1. Text needing clarification so that those not as familiar with tennis could make connections between the text and the graphics that demonstrated the concept.
2. Graphics needing modifications to more strongly support the concept communicated in the text.
3. Content organization suggestions (due to supplementary content needing further clarification and limitations of development within the myudutu LMS web-based software).

In general, I made most of the text corrections, especially the text involving some of the Challenge and Assessment questions. Five of the six testers got all the questions correct. One learner provided a good comment about one question containing content that was not taught in the lesson. For this situation, I added a hint to the question text instead of adding additional new content screens. This question has some limitations within myudutu on the number of graphic elements.

I did not make any of the graphics/media changes due to scope creep and lack of time.  For media development, I had basically one photo/video shoot.  While some of the media comments were great suggestions, there is currently not enough time to implement them.  

Finally, I received great suggestions for developing additional screens to clarify content, and also to add topic designators because the myudutu LMS does not provide a left sidebar navigation of topics.  While these suggestions were valuable, based on design practices I use at my work, there is simply not enough time to implement them. Additionally, working within the myudutu LMS is one of my constraints, and it seems like “working around” the limitations would not be a good use of my time.

Here is a link to all the results and how I addressed the problems listed above. 

Instead of writing out the design specifications on a separate posting here.  I thought it would be easier just to link the specifications to a PDF file.  That was much faster than formatting the specs to go on a web page here on this design blog.

Here is the link to my design specifications.  You can also find them on my assignments page.

So now that I finished the prototype.  I’m wrapping the first project by conducting some usability testing.  Unfortunately, I cannot conduct the test with any of the users live in person since they all work, and live in various locations.

I did, however, create a user testing spreadsheet with instructions on how to evaluate my prototype and make comments, record their reactions, and provide suggestions.

Below is the general text for the email that I used to solicit their help:

Hi Mark,

I hope you can help me with my school project.  I’m looking for tennis players to help me evaluate the short instructional online tutorial called “Determining the Direction of the Ball When Hit with a One-handed Topspin Backhand” that I created for my Learning Environment Design class.  Your participation in my user testing of my prototype will provide me with valuable feedback to improve my project before I submit for evaluation at the end of this semester.  Your time in the evaluation process should only take about 15-30 minutes.

I’ve attached a spreadsheet with instructions.  The sheet contains places for your comments, reactions, and suggestions to the screens contained in the lesson. The lesson itself is located here:  http://members.cox.net/~gdeocampo/edtec671/Topspin-Backhand/Launch.html

I hope you can help me.  Please return the completed spreadsheet to me via email by Tuesday, April 29 if you can.  I appreciate it!

 

Here is the spreadsheet the testers will use.  I sent an email out to six prospective users/learners.  Hopefully, I will receive at least three responses back.

I finally finished the tutorial for the first project!  The link to the tutorial is: http://members.cox.net/~gdeocampo/edtec671/Topspin-Backhand/Launch.html

You can also find it on my Assignments page.

I built the lesson using myudutu, a free LCMS web-based software.

Some people I need to thank and give credit to are:

Mark Gale, USPTA Tennis Professional – my coach and SME for this lesson

• Helping me film the video clips
• Reviewing my storyboard
• Providing SME technical input
• Teaching me how to hit a one-handed backhand after almost 30 years of playing with two hands

 

Tony – my son

• Driving down from Orange County to be the “actor” in the video clips
• Reviewing my storyboard

So I think my partner won’t be able to work with me on this project after all.

Here is the link to my Outcomes Logic Model.

Title: Managing Calories to Sculpt Your Body

M.E. Burke and I decided to work together for the informal learning project. Our topic revolves around health, nutrition, and fitness. Below is our project proposal.

Background / Needs Assessment:

According to the 2004 IHRSA/ASD Obesity/Weight Control Report derived from a larger study conducted by American Sports Data, 31% of the American population is obese. Some 3.8 million Americans weigh over 300 pounds. Obesity leads to a whole host of illnesses with many serious physical, emotional, and economic consequences. It is important for more people to learn how to take charge of their lives and learn to lead healthier lives that incorporate proper nutrition and exercise.

Setting:

Exhibit Hall at a Health, Nutrition, and Fitness convention

Audience:

People interested in healthy living, incorporating proper diet and exercise. Interested persons may be seeking to gain weight, maintain weight, or lose excess weight and body fat.

Design Description:

An exhibit on how people can manage and monitor their calorie intake (proper nutrition and diet) and burn rates (exercise) to sculpt their bodies. The exhibit will have the following components:

• Introductory video of people successfully having morphed their bodies through calorie management
• Skinny to fat
• Obese to trim
• Handouts of sample meal plans for healthy diets based on body sculpting goals
• Handouts of sample burn rates of exercises and physical activities
• Demonstration on laptop computer using real data of how calorie management works
• Capstone activity at the exhibit where learner inputs some hypothetical data based on personal physical goals, and sees calorie management in action

 

Learner Outcomes:

After viewing the exhibit, the learner will be able to:

• Accurately state their own personal data including:
• Gender
• Age
• Height
• Body type
• Current weight
• Target weight goal

 

For the day the learner visits the exhibit, the learner will also be able to:

• Locate calorie values, using a foods and exercise database, for:
• A recent meal (breakfast or lunch)
• Planned exercise or activity levels

 

NOTE: Actual calorie burn rates for exercise and activity can be obtained with a heart rate monitor.

• Correctly forecast the number of pounds lost or gained in one week and in one month based on the day’s calorie intake and calorie burn rates
• Forecast the target date to reach personal weight goal if every day were like that day