This text represents content that has been extracted from a sequence of instruction.
New section of instructions titled eLearning Strategies
(Digital Photography Example) The objective of this sequence is to model the use of instructional strategies to teach problem solving in a specific domain -- in this example, in the domain of digital photography. The sequence will define the instructional problem and then show some examples of using learning objects to motivate students and engage them in the problem solving scenario.
New section of instructions titled Instructional Design
In this short presentation on Instructional Design, we touch upon some of the key questions that any designer must address. We introduce some important work that has been done in the area of instructional design and we offer a practitioner's perspective, as an antidote to sounding too high-brow about the discipline. To launch content for this section press the space bar.
New section of instructions titled Problem Solving
In our model, the learner owns a digital camera, but doesn't know how to use it. Launch the activity and let's at least arrive at an understanding of what the photography-related problem is all about. Later, in the sequence, we'll model strategies for engaging students in this problem solving domain. To launch content for this section press the space bar.
New section of instructions titled Digital Camera
Problem solving requires specialized knowledge in that domain (Patricia Smith, Tillman Raan, 1993, Instructional Design). In the study of photography, knowledge includes the parts of a camera (verbal knowledge), the relationships between the parts (declarative knowledge), and the rules that are applied to make the parts produce the desired result. Elearning activities can support the acquisition of knowledge through the use of text, images, videos, and animations. In this segment, we demonstrate the use of an animation to survey the parts of a camera and show how they contribute to creating a digital image. To launch content for this section press the space bar.
New section of instructions titled A Photography Scenario
How can you engage the learner in problem solving with nothing more than a presentation tool at your disposal? This lesson poses a simple photography problem that the learner must solve. The lesson reviews information about aperture and shutter speed, poses the problem and then asks questions to check for understanding of the scenario. To launch content for this section press the space bar.
New section of instructions titled Elaboration Model
The following example touches on the elaboration model. Our photography problem may involve the following concepts: aperture setting, depth of field, shutter speed setting, motion blur, and film speed. The elaboration model would engage the learner in answering questions or solving simple problems using one or two of these, then three, then four, then all. In this example, we use flashcards to engage the learner in thinking about shutter speed and aperture and the effects of blur and depth of field. That would be a midway point in this elaboration model. To launch content for this section press the space bar.
New section of instructions titled Case Study
The case study is an effective way to a) make a connection between the unit and the 'real world', b) introduce a combination of concepts, rules or procedures and c) provide practice for the learner to apply his/her new knowledge to solve problems. In an edited case study, the designer can trim off details that don't help learners achieve the objective. Please view this simple case study on exposure. To launch content for this section press the space bar.
New section of instructions titled Simulation
The use of simulations in problem-solving lessons can seem daunting. Complicated simulations are difficult and costly to produce. Often, complicated simulations are not required to meet the learning objective. In this example, the SimCam involves some scripting and a simple interface. The complexities of the camera have been reduced to two things: control of aperture and shutter speed. This is enough to meet the learning objective. To launch content for this section press the space bar.
New section of instructions titled Affective Outcome
One of the desired outcomes of the eLearning unit might be affective in nature. Students regularly choose to take photographs under dimly lit conditions. Towards this outcome, the instructor might display a series of images that have been properly exposed under dimly lit conditions. To launch content for this section press the space bar.
New section of instructions titled Nocturnal Photography
The promise of learning object repositories is huge. In this example, we simply link to a video that has been made available through YouTube. But as more and more objects begin to appear in learning object repositories (e.g. www.merlot.org ) the ability of an instructor to expand the learning experience beyond his or her own produced material will become greater and greater. If you haven't caught the urge to master the digital camera yet, watch this video by Richard Brien. To launch content for this section press the space bar.
New section of instructions titled Aperture
Here is another example of expanding the student experience through the work of others. Watch this video that explains aperture. To launch content for this section press the space bar.
New section of instructions titled Night Photography
Yet another example of using the work of others to motivate and educate students. Please view Night Shots by Neil Creek. To launch content for this section press the space bar.
New section of instructions titled Summary
In our sequence we used examples of a simulation, animation, links to video clips and several lodeStar Learning templates including Sequencer, Presenter, Flashcards, SlideShow and PageTurner. With just a few learning objects created from the templates, we were able to tackle one of the most difficult learning outcomes: problem solving. With the help of templates we included links to motivating content, recall of prior learning, a scenario, an elaboration model, a case study, a slide show, and a low-end simulation.