Microsoft Excel Syllabus
CSUSB, Employee Training Team
Course Syllabus for Microsoft Excel Pivot Tables
On-Line Microsoft Pivot Tables
Pam Mays - July 12th, 2010
Class Day/Time/Location: Monday, 8:30 a.m. -10:30 a.m., Face-to-Face meeting the first session
Office Location and Hours: Training Department By appointment — Call 951-236-5442
E-mail: maysp300@csusb.edu
Course Website http://blackboard.csusb.edu
Back-up E-mail pammays78@yahoo.com
Materials All course materials will be provided online the first day of class.
Software: Each participant will have Microsoft Excel loaded on their work computers. If you do not have the software loaded as a standard, please contact your supervisor to submit a helpdesk request.
The College of Education at California State University, San Bernardino (CSUSB) is dedicated to the development and support of wise, reflective professional educators who will work toward a just and diverse society that embraces democratic principles. Thus the wise teacher:
• Possesses rich subject matter knowledge.
• Applies sound pedagogical judgment to professional practice and conduct.
• Applies a practical knowledge of context.
• Respects multiple viewpoints.
• Reflects on professional practices and follows up with appropriate action.
Bulletin Course Description
Seminar to enhance user’s existing skill set on using the current spreadsheet software application, Microsoft Excel 2007. Focus will be based learning the latest features that Pivot Tables have to offer and creation of reports to perform analysis of internally used data.
Graded credit/no credit. Prerequisites/co-requisites are students possess experience at an intermediate level using Microsoft Excel. Must receive supervisory permission to attend.
Overview/ Rationale
The course will be offered in an online format where users log in to complete the tutorial and follow-on exercises. The learning goals are to provide users with the fundamental knowledge to create and deploy a Pivot table on any new or existing data set. Tasks to be completed are inserting a Pivot table into a new or existing worksheet, creating a shortcut on the user’s personal toolbar, building a report and choosing fields from the Pivot Table field list.
The instructor will be available for online chat to answer any questions during the class session. Participants can also provide the instructor with permission to shadow their own computers. Instructions are provided during the introductory session and will be posted in the class documents area on the blackboard system.
Students must submit the completed exercises to the instructor via e-mail at maysp300@csusb.edu by midnight, Sunday of each week. Since this is considered a soft-skills training class, participants are encouraged to re-work any areas where the final product is incomplete. Remember, this class intends to enhance the knowledge that user’s already possess.
Course Objectives
The following objective identifies the knowledge, skills, and dispositions that will be assessed in this course. Successful completion will provide the participants with the following knowledge base:
• Understand what a Pivot Table can do with a large data set and how to summarize that data and turn it into meaningful information.
• Creation of a personal toolbar shortcut to allow quick access when creating Pivot Tables.
• How to create a Pivot Table in a new worksheet or the existing one and when it makes sense to do it.
• Assigning report filters, column and row labels.
• Build a report
• Selecting fields from the Pivot Table Field List
Course Requirements
There are no specific course requirements other than a supervisory approval to attend.
Course Evaluation Plan/Grading Scale
This course is graded credit/no credit. To earn credit for the course you must complete all the end of session exercises within 5 days of the last course session.
Participants are provided the opportunity to resubmit class exercises that are incorrect or incomplete. 2/3 of the exercises need to be completed to receive a credit in the course. Otherwise a no credit for the course will be recorded.
Course Policies Correspondence will be sent to you via the Blackboard when it is related to the entire class community. Otherwise, written communication will be sent to your campus e-mail address. If you prefer another e-mail address is used, complete the sign-in roster the first day of class along with your other address and it will be info copied on all correspondence.
Online Discussions Remember that the class is composed of peers and in the interest of learning keep any inappropriate comments out of the discussion. Should this become an issue it will be directly addressed with the violator along with related consequences in accordance with the CSUSB policies.
Policy on Plagiarism
The CSUSB Policy on Academic Honesty states: “Plagiarism and cheating are violations of the Student discipline Code (see Appendix of the CSUSB Catalogue of Programs) and may be dealt with by both the instructor and the Coordinator of Student Conduct. Plagiarism is the presentation, as one’s own, the ideas and writing of another. Plagiarism is academically dishonest and subjects the offending student to penalties up to and including expulsion. Students must make appropriate acknowledgments of the original source where material written or compiled by another is used.”
Commitment to Diversity
In our commitment to the furthering of knowledge and fulfilling our educational mission, California State University, San Bernardino seeks a campus climate that welcomes, celebrates, and promotes respect for the entire variety of human experience. In our commitment to diversity, we welcome people from all backgrounds and we seek to include knowledge and values from many cultures in the curriculum and extra-curricular life of the campus community. Dimensions of diversity shall include, but are not limited to the following: race, ethnicity, religious beliefs, sexual orientation, sex/gender, disability, socioeconomic status, cultural orientation, national origin, and age. (from the CSU San Bernardino University Diversity Committee Statement of Commitment to Diversity, 1995)
Statement of Reasonable Accommodation The College of Education faculty members support the American with Disabilities Act (ADA). Faculty members will provide reasonable accommodations to a student with a disability who is registered with the Office of Services to Students with Disabilities and who needs and requests accommodations. Reasonable accommodations may involve allowing a student to use an interpreter, note taker or reader. Accommodations may be needed during class sessions and for administration of examinations. The intent of the ADA in requiring consideration of reasonable accommodation is not to give a particular student an unfair advantage over other candidates, but simply to allow candidates with disabilities to have an equal opportunity to be successful. If you are in need of an accommodation for a disability in order to participate in this class, please let me know ASAP and also contact Services to Students with Disabilities at the Palm Desert Campus in RG-209 760-341-2883 x 78117 or at the San Bernardino Campus in UH-183 909-537-5238; ssd@csusb.edu
Course Calendar:
Session # & date Topic & Assignments
1 July 12 First Session – Face-to-face for Class Overview and Introduction of Microsoft Excel topic – Pivot Tables
2 July 19 Session Two – How to Modify the personal toolbar and Creating your first Pivot Table
3 July 26 Session Three – Including Report Filters, Column, & Row Headings for Pivot Tables
4 August 2 Session Four – Building a Meaningful Report & Modifying Selected Fields
Complete Disposition Rubric and Course survey
Submit all work not later than August 15th for full credit.
Wednesday, June 16, 2010
Sunday, May 30, 2010
Session 8 - Learning Assessment
After reviewing the required reading my take-away was to ensure that the goals of a particular course or learning module should be clearly identified at the beginning of the class. If you are able to do this clearly and effectively a student learning outcome can be enhanced. It provides a bench mark for what is the expected outcome once the course or activity is completed.
Admittedly, when participating in a course where the goals are not identified up front can leave you with that slight wondering feeling “what was I supposed to know when this class is complete?”
During Session 5, the course I developed was based on a very simple learning module. The module provided student’s with instruction on creating a pivot table using Microsoft Excel®. To assess the learning objectives an online exercise would be used is a standard rubric. Since the learning module is a small exercise it seemed to be the best choice in this scenario. It asks the basic question, were you successful in creating a pivot table and a few other required tasks to be completed during the learning module.
To show proof that the task is accomplished students would be provided a location where their end product could be uploaded for instructional review. After all modules are complete the design would allow for an online question & answer test to verify knowledge is achieved. To view this assessment copy & paste this web address into your browser: http://www.eportfoliopmays.com/Assess1_CreatePivotPam.pdf
Another assessment tool would be to establish an online discussion to validate the concept presented is learned. Often just talking about the topic helps to enhance the transfer of knowledge.
Admittedly, when participating in a course where the goals are not identified up front can leave you with that slight wondering feeling “what was I supposed to know when this class is complete?”
During Session 5, the course I developed was based on a very simple learning module. The module provided student’s with instruction on creating a pivot table using Microsoft Excel®. To assess the learning objectives an online exercise would be used is a standard rubric. Since the learning module is a small exercise it seemed to be the best choice in this scenario. It asks the basic question, were you successful in creating a pivot table and a few other required tasks to be completed during the learning module.
To show proof that the task is accomplished students would be provided a location where their end product could be uploaded for instructional review. After all modules are complete the design would allow for an online question & answer test to verify knowledge is achieved. To view this assessment copy & paste this web address into your browser: http://www.eportfoliopmays.com/Assess1_CreatePivotPam.pdf
Another assessment tool would be to establish an online discussion to validate the concept presented is learned. Often just talking about the topic helps to enhance the transfer of knowledge.
Monday, May 24, 2010
Session 7 - E-Learning Module on Microsoft Excel Pivot Tables
Here is the link to a .pdf of the e-learning module for creating an Excel Pivot Table:
If the hyperlink does not work for you, copy & paste this link into your browser:
http://eportfoliopmays.com/Create%20A%20Pivot%20Table%20Final%20PMays.pdf
If the hyperlink does not work for you, copy & paste this link into your browser:
http://eportfoliopmays.com/Create%20A%20Pivot%20Table%20Final%20PMays.pdf
Thursday, May 13, 2010
Session 6 - Effective Instructional Methods for e-Learning
Q: What student characteristics/attributes (e.g. attitude factors, distance experiences, prior knowledge, learning styles) of the distant learners do you think you may encounter? Discuss why these characteristics are important. Discuss what you need to do address them.
-Classroom Culture: According to Palloff and Pratt (1999) devoted much of their scholarship to developing “learning communities”. All participants are responsible for making this part of the distance learning experience. Without this component researchers found the success rate is higher with more social interactions.
-Etiquette: This was interesting to find as a factor in its own right. A really important part of the equation is having the rules of engagement identified early on. It is helpful to discuss the course expectations with all participants would be aware of the expectations of the instructor and other classmates.
-Experience Issues: I would prefer that participants have a pre-survey to find out their experience level with the course they are attending. I could see some issues coming up if a majority of the class has prior knowledge of a topic, while others were complete novices. There are benefits gained in pre-determining where students are out.
Q: How would you establish classroom management rules (e.g. Environmental design, Rules & routines, Discipline, Keeping the students on track, and Developing Rapport) to help students achieve learning objectives while facilitating a learner-centered approach?
-Classroom management rules would be very important to me they are set at the beginning of the class. Plans similar to how our course was kicked-off are helpful to have the discussions up front to level the playing field for all.
Q: List one specific learning objective you want to include in your online course and describe how you would design your class activities using one or multiple instructional strategies (e.g. problem centered learning, simulation, decision-making panels, class discussion, case studies, group discussion, tutorial, written exercises, reading, instructional gaming, exploration) to help your students meet the learning objective?
-The problem centered learning option is a good learning tool to use. It helps the student to conceptualize the cause and effect and provides concrete learning outcomes when problems can be analyzed and solutions found.
-Group discussions are helpful when the online learning environment is synchronous. Otherwise, the timing would be a little off for verbal communication.
-The use of blogging is a good tool for shared learning, however, I would use an alternate method of discussion forums’ to compliment the dialogue.
Addendum: 5/14/2010 Quiz question/feedback
After taking the Learning styles quiz, Multiple Intelligence Quiz, I had a high rating (94%) in the Visual/Spatial category. This does reflect what I have experienced in learning where it works best for me to do, vs. just reading and comprehending a subject.
Next were Interpersonal (78%), Bodily/Kinesthetic (75%), and Logical Mathematical (75%). I do have a good sense of understanding the motivations of others as described by the interpersonal category. While I am tactile and scored fairly high in the bodily/kinesthetic category. This is interpreted as using all or part of your body to create products or solve problems.
Taking the test was interesting and would be helpful to know early on in your academic career. The scores received help me to understand why this primarily online course is a bit of a struggle for me this quarter. I would thrive a bit more with a set time of interaction vs. reading and interpreting information into knowledge.
-Classroom Culture: According to Palloff and Pratt (1999) devoted much of their scholarship to developing “learning communities”. All participants are responsible for making this part of the distance learning experience. Without this component researchers found the success rate is higher with more social interactions.
-Etiquette: This was interesting to find as a factor in its own right. A really important part of the equation is having the rules of engagement identified early on. It is helpful to discuss the course expectations with all participants would be aware of the expectations of the instructor and other classmates.
-Experience Issues: I would prefer that participants have a pre-survey to find out their experience level with the course they are attending. I could see some issues coming up if a majority of the class has prior knowledge of a topic, while others were complete novices. There are benefits gained in pre-determining where students are out.
Q: How would you establish classroom management rules (e.g. Environmental design, Rules & routines, Discipline, Keeping the students on track, and Developing Rapport) to help students achieve learning objectives while facilitating a learner-centered approach?
-Classroom management rules would be very important to me they are set at the beginning of the class. Plans similar to how our course was kicked-off are helpful to have the discussions up front to level the playing field for all.
Q: List one specific learning objective you want to include in your online course and describe how you would design your class activities using one or multiple instructional strategies (e.g. problem centered learning, simulation, decision-making panels, class discussion, case studies, group discussion, tutorial, written exercises, reading, instructional gaming, exploration) to help your students meet the learning objective?
-The problem centered learning option is a good learning tool to use. It helps the student to conceptualize the cause and effect and provides concrete learning outcomes when problems can be analyzed and solutions found.
-Group discussions are helpful when the online learning environment is synchronous. Otherwise, the timing would be a little off for verbal communication.
-The use of blogging is a good tool for shared learning, however, I would use an alternate method of discussion forums’ to compliment the dialogue.
Addendum: 5/14/2010 Quiz question/feedback
After taking the Learning styles quiz, Multiple Intelligence Quiz, I had a high rating (94%) in the Visual/Spatial category. This does reflect what I have experienced in learning where it works best for me to do, vs. just reading and comprehending a subject.
Next were Interpersonal (78%), Bodily/Kinesthetic (75%), and Logical Mathematical (75%). I do have a good sense of understanding the motivations of others as described by the interpersonal category. While I am tactile and scored fairly high in the bodily/kinesthetic category. This is interpreted as using all or part of your body to create products or solve problems.
Taking the test was interesting and would be helpful to know early on in your academic career. The scores received help me to understand why this primarily online course is a bit of a struggle for me this quarter. I would thrive a bit more with a set time of interaction vs. reading and interpreting information into knowledge.
Saturday, May 8, 2010
Session 5 - Instructional Design Model & Online Course
Initially, I wanted to explore using the Dick, Carey, and Carey model of instructional design. But after further review it really did not fit with what I was trying to achieve in the scenario of creating an online course. My natural tendency was to then use the Rapid Prototyping model (http://phlesig.files.wordpress.com/2009/07/m11_tripp.pdf). Finding the Rapid Prototyping design model would make the most of the effort required to meet the learning objective.
Since I work in a software engineering organization, I found the system approach to instructional design was a good fit to getting my course developed. You may ask, what course would you be required to do in your organization? Primarily, since I am not an official instructor it would be more along the lines of creating an online tutorial for one of our computer soft skills, e.g., Microsoft Excel components. The training would be considered an independent module (chunk) to learn how to create a pivot table using Microsoft Excel 2007.
As a fairly cost conscious organization the Rapid Prototyping model is ideal since it allows multiple steps to be conducted at the same time, thus, saving time in the end. The waterfall model (Maher & Ingram, 1989) could loosely be applied as it is typically used for software design and includes Analysis, Design, Implement, Test, and Maintain. The Rapid Prototyping comes into play since, there is continuous access to the Subject Matter Expert (me) and the learning outcome is well known and developed.
Here is a quick recap of the steps that I would use to accomplish an online learning course:
Assess Needs & Analyze Content –
In this effort the learning objective would be to solve our business problem for the training team’s users to become more self-sufficient in creating some of their own data analysis. The audience is our training team consultants and business managers that have basic knowledge of Microsoft Excel, but, need a job-aid to support them when they are working independently.
Set Objectives –
• Formatting your data.
• Creating a Pivot Table
• Organizing your Pivot Table
• Pivot Table Calculations
Construct Prototype (Design)–
• Use screen capture software to record the steps involved in meeting the learning objectives.
• Create a voice over with steps outlined.
• Create a Windows Media File that contains the recorded procedures to be hosted on an internal SharePoint site.
Utilize Prototype (Research)–
• Since there are existing processes in place for creating the end product a prototype can be made and provided to a small segment of users for testing.
• Once testing is complete the product will be made accessible to its intended audience.
Install & Maintain Software –
Since the actual end product will be a Windows Media File (movie) there will not be a true need to install a true software application. However, access to the recorded job-aid would be available to all internal team members.
Since I work in a software engineering organization, I found the system approach to instructional design was a good fit to getting my course developed. You may ask, what course would you be required to do in your organization? Primarily, since I am not an official instructor it would be more along the lines of creating an online tutorial for one of our computer soft skills, e.g., Microsoft Excel components. The training would be considered an independent module (chunk) to learn how to create a pivot table using Microsoft Excel 2007.
As a fairly cost conscious organization the Rapid Prototyping model is ideal since it allows multiple steps to be conducted at the same time, thus, saving time in the end. The waterfall model (Maher & Ingram, 1989) could loosely be applied as it is typically used for software design and includes Analysis, Design, Implement, Test, and Maintain. The Rapid Prototyping comes into play since, there is continuous access to the Subject Matter Expert (me) and the learning outcome is well known and developed.
Here is a quick recap of the steps that I would use to accomplish an online learning course:
Assess Needs & Analyze Content –
In this effort the learning objective would be to solve our business problem for the training team’s users to become more self-sufficient in creating some of their own data analysis. The audience is our training team consultants and business managers that have basic knowledge of Microsoft Excel, but, need a job-aid to support them when they are working independently.
Set Objectives –
• Formatting your data.
• Creating a Pivot Table
• Organizing your Pivot Table
• Pivot Table Calculations
Construct Prototype (Design)–
• Use screen capture software to record the steps involved in meeting the learning objectives.
• Create a voice over with steps outlined.
• Create a Windows Media File that contains the recorded procedures to be hosted on an internal SharePoint site.
Utilize Prototype (Research)–
• Since there are existing processes in place for creating the end product a prototype can be made and provided to a small segment of users for testing.
• Once testing is complete the product will be made accessible to its intended audience.
Install & Maintain Software –
Since the actual end product will be a Windows Media File (movie) there will not be a true need to install a true software application. However, access to the recorded job-aid would be available to all internal team members.
Saturday, May 1, 2010
Session 4 - Web 2.0
The most relevant description of Web 2.0 was found in the Wikibook link that shared various open-content textbook collections. Specifically, the introductory statement that shares Web 2.0 as a paradigm shift in the manner in which Web technology is used. Describing it as the “read – write Web”; users can not only read what is on the Web, but, can also engage in active learning by contributing to its content.
Today’s emerging technologies, such as, blogs, wikis, podcasts, eBooks, and even online photo albums provide a rich medium for higher education as well as businesses. On a more personal level I have interacted heavily with the online photo albums and found it a very simple way to maintain one’s own memories and share them with those around us.
Another way my colleagues use Web 2.0 is through the use of online blogs. My company hosts an online blog for its training division that fosters customer learning of our Geographic Information System (GIS) software. There are opportunities for customer’s to post questions about what they learned in a particular class and have a Subject Matter Expert (SME) respond to them on a regular basis. Allowing the customers to have more of a connection with their continued understanding of the learning objectives presented in either an instructor-led or self-paced training class.
I can see many uses for both online photo albums and the use of blogs as part of the future of online learning.
Online Photo Albums: In the case of online photo albums, these can be used to record life experiences and allow the student to write about their interpretation of an experience as well as receive feedback from others on how their experience may have affected them. This would be considered a more active learning style and offer interaction on what each other understands about a specific topic.
Blogs: The idea of blogging today and in the future is in high gear and used either for personal or business related needs. Their impact on the future of online learning opens up a student’s ability to interact with different cultures, ways of learning and interpreting what is learned. Also, blogging provides a much needed outlet for self expression and information sharing beyond ones own community.
Today’s emerging technologies, such as, blogs, wikis, podcasts, eBooks, and even online photo albums provide a rich medium for higher education as well as businesses. On a more personal level I have interacted heavily with the online photo albums and found it a very simple way to maintain one’s own memories and share them with those around us.
Another way my colleagues use Web 2.0 is through the use of online blogs. My company hosts an online blog for its training division that fosters customer learning of our Geographic Information System (GIS) software. There are opportunities for customer’s to post questions about what they learned in a particular class and have a Subject Matter Expert (SME) respond to them on a regular basis. Allowing the customers to have more of a connection with their continued understanding of the learning objectives presented in either an instructor-led or self-paced training class.
I can see many uses for both online photo albums and the use of blogs as part of the future of online learning.
Online Photo Albums: In the case of online photo albums, these can be used to record life experiences and allow the student to write about their interpretation of an experience as well as receive feedback from others on how their experience may have affected them. This would be considered a more active learning style and offer interaction on what each other understands about a specific topic.
Blogs: The idea of blogging today and in the future is in high gear and used either for personal or business related needs. Their impact on the future of online learning opens up a student’s ability to interact with different cultures, ways of learning and interpreting what is learned. Also, blogging provides a much needed outlet for self expression and information sharing beyond ones own community.
Saturday, April 24, 2010
Session 3 - Position Paper
ETEC 501
Position paper - choose either Clark or Kozma
Robert B. Kozma – Will Media Influence Learning
· Electing to take Robert B. Kozma’s (1991) position on media and its affect on learning is the position I favor. It is my understanding Kozma wrote this paper as a direct response to the position taken by Clark (1983) that media do not influence learning under any conditions. Kozma proposes the questions in his article to research what conditions media influence learning. He poses the need to consider media’s capabilities and the methods that are used as they interact with the cognitive and social processes by which knowledge is constructed.
· In review I will visit the implications of Kozma’s approach for media theory, research and practice. He proposes that perhaps, we don’t know the connection between media and its affect on learning yet. We have a tendency to write-off things that we don’t know instead of continuing to study and conduct research to determine those possible connections. The second realization noted is if we only think of the media as a vehicle it would not lead us to understand the potential relationship either.
· Kozma notes that earlier studies are missing some key elements, e.g., how the interaction works with our own mental notions or descriptions of the cognitive, affective, or social processes by which learning occurs. Determining that learning is not the receptive response to a particular delivery, but, it is an active, constructive, cognitive and social process that engages the learner. This allows the learner to manage their own cognitive, physical, and social resources to create new knowledge by interacting with information in their environment and integrating it with information already stored in memory (Shuell, 1988),
· Kozma encourages designing our interventions of characteristics of media in ways that embed media in these processes. He later analyzes the results of two important and effective instructional environments to show cause mechanisms by the media that may have influenced learning.
· In summary, I would debunk Clark’s metaphor that media do not influence learning under any conditions. If the truck that delivers the goods does not have an experienced driver the outcome would not be as expected. Just as media used ineffectively in a classroom would not offer any added benefit or lead to an enhanced learning environment.
Position paper - choose either Clark or Kozma
Robert B. Kozma – Will Media Influence Learning
· Electing to take Robert B. Kozma’s (1991) position on media and its affect on learning is the position I favor. It is my understanding Kozma wrote this paper as a direct response to the position taken by Clark (1983) that media do not influence learning under any conditions. Kozma proposes the questions in his article to research what conditions media influence learning. He poses the need to consider media’s capabilities and the methods that are used as they interact with the cognitive and social processes by which knowledge is constructed.
· In review I will visit the implications of Kozma’s approach for media theory, research and practice. He proposes that perhaps, we don’t know the connection between media and its affect on learning yet. We have a tendency to write-off things that we don’t know instead of continuing to study and conduct research to determine those possible connections. The second realization noted is if we only think of the media as a vehicle it would not lead us to understand the potential relationship either.
· Kozma notes that earlier studies are missing some key elements, e.g., how the interaction works with our own mental notions or descriptions of the cognitive, affective, or social processes by which learning occurs. Determining that learning is not the receptive response to a particular delivery, but, it is an active, constructive, cognitive and social process that engages the learner. This allows the learner to manage their own cognitive, physical, and social resources to create new knowledge by interacting with information in their environment and integrating it with information already stored in memory (Shuell, 1988),
· Kozma encourages designing our interventions of characteristics of media in ways that embed media in these processes. He later analyzes the results of two important and effective instructional environments to show cause mechanisms by the media that may have influenced learning.
· In summary, I would debunk Clark’s metaphor that media do not influence learning under any conditions. If the truck that delivers the goods does not have an experienced driver the outcome would not be as expected. Just as media used ineffectively in a classroom would not offer any added benefit or lead to an enhanced learning environment.
Sunday, April 18, 2010
Session 2 - ETEC 501
• My personal description of E-Learning is the use of a meeting location (either pre-determined or ad hoc) that offers the learner the option of attending either synchronously or asynchronously. As mentioned during the class discussion both E-Learning and Online learning are not clearly defined and often seem to be used interchangeably. This instructional method can be provided over an Internet connection or portable medium, e.g. DVD, Hosted solution or Plug-and-Play option. The training is organized in an easy-to-follow format that allows learners to start and stop at their own convenience. If the E-Learning model being used is synchronous there would be a requirement to include a telecommunication method (e.g., Skype, Dim Dim, or Conference Call) to support the student to instructor and student-to-student discussion/ interactions.
Learner progression is also part of the E-Learning experience and would be integrated into some sort of Learning Management System that allows the administrator and self-progression tracking through to the anticipated course completion.
• Michael Moores' Transactional Distance study (2007) talks about the Student – Instructor; Student – Student; and Student – Content interactions. Adding the technology component creates the transactional distance learning relationship. I found that each element has its place in the learning environment. In the past the most important interaction would have been the Student -- Instructor, but, all interaction is important depending on the subject being learned and how the course is delivered. Giving the student the opportunity to choose the delivery model is what makes it such a rewarding experience.
E-Learning Trends in the Workplace:
• Current E-Learning trends in my workplace are with the use of an instructor-led virtual classroom. In this model the software training happens synchronously and is not recorded for later review. Learners are from all U.S. and international locations. These classes are scheduled over a two or three day period for 7 continuous hours per day. The use of different technologies to support the needed class maximums are where a lot of time is being spent to get a handle on the best customer experience.
Online Conferencing Applications:
• Use of dimdim for meeting was very stable and effective. I like that the telecommunication piece seemed to be separate.
-At my workplace we are using Adobe Breeze, which is really a nice application with similar features to dimdim. The telephone dial-up is done separately as well, again it works best for me since you can at least keep that piece of the communication in tact should you have any sort of Internet issues.
-We used Skype last quarter and there were often connectivity issues and once a slightly larger group was established it had a high incidence of failure. The telecommunication feature often encountered dropped calls. This method I find good for personal use to stay connected with my family, but, not sure if it is the best fit for routine delivery of a online training class.
• My personal description of E-Learning is the use of a meeting location (either pre-determined or ad hoc) that offers the learner the option of attending either synchronously or asynchronously. As mentioned during the class discussion both E-Learning and Online learning are not clearly defined and often seem to be used interchangeably. This instructional method can be provided over an Internet connection or portable medium, e.g. DVD, Hosted solution or Plug-and-Play option. The training is organized in an easy-to-follow format that allows learners to start and stop at their own convenience. If the E-Learning model being used is synchronous there would be a requirement to include a telecommunication method (e.g., Skype, Dim Dim, or Conference Call) to support the student to instructor and student-to-student discussion/ interactions.
Learner progression is also part of the E-Learning experience and would be integrated into some sort of Learning Management System that allows the administrator and self-progression tracking through to the anticipated course completion.
• Michael Moores' Transactional Distance study (2007) talks about the Student – Instructor; Student – Student; and Student – Content interactions. Adding the technology component creates the transactional distance learning relationship. I found that each element has its place in the learning environment. In the past the most important interaction would have been the Student -- Instructor, but, all interaction is important depending on the subject being learned and how the course is delivered. Giving the student the opportunity to choose the delivery model is what makes it such a rewarding experience.
E-Learning Trends in the Workplace:
• Current E-Learning trends in my workplace are with the use of an instructor-led virtual classroom. In this model the software training happens synchronously and is not recorded for later review. Learners are from all U.S. and international locations. These classes are scheduled over a two or three day period for 7 continuous hours per day. The use of different technologies to support the needed class maximums are where a lot of time is being spent to get a handle on the best customer experience.
Online Conferencing Applications:
• Use of dimdim for meeting was very stable and effective. I like that the telecommunication piece seemed to be separate.
-At my workplace we are using Adobe Breeze, which is really a nice application with similar features to dimdim. The telephone dial-up is done separately as well, again it works best for me since you can at least keep that piece of the communication in tact should you have any sort of Internet issues.
-We used Skype last quarter and there were often connectivity issues and once a slightly larger group was established it had a high incidence of failure. The telecommunication feature often encountered dropped calls. This method I find good for personal use to stay connected with my family, but, not sure if it is the best fit for routine delivery of a online training class.
Saturday, April 10, 2010
TechEd Conference
Looking forward to attending one-day of the TechEd Conference in Pasadena. It may rain on Monday, but, that will be o.k.
Thursday, April 8, 2010
Introduction
Session I - ETEC 501
Greetings,
My name is Pamela D. Mays and I am a first year Graduate student at California State University San Bernardino with an educational goal to complete the Master's program in Instructional Technology.
Job Title: Project Manager
Career Goals: Enhance my present career as a member of an Educational Services department within a nearby software company. Future plans include the exploration of the Instructional Design career field.
Reason for taking the e-Learning certificate course: This course was interesting to me as the company where I am employed uses this delivery method for its software training. Learning more about the latest technologies and methods used to deploy this type of learning option.
E-Learning course design experience: Recent completion of the ETEC 544 course provided me with an opportunity to create a first e-learning storyboard and instructional recording. The topic was to create fire using natural materials and produce an instructional video. The requirements included the use of Microsoft PowerPoint to create the story board,
recording it along with voice narration.
Skype: pam_mays
Talk Shoe: mayspi
Greetings,
My name is Pamela D. Mays and I am a first year Graduate student at California State University San Bernardino with an educational goal to complete the Master's program in Instructional Technology.
Job Title: Project Manager
Career Goals: Enhance my present career as a member of an Educational Services department within a nearby software company. Future plans include the exploration of the Instructional Design career field.
Reason for taking the e-Learning certificate course: This course was interesting to me as the company where I am employed uses this delivery method for its software training. Learning more about the latest technologies and methods used to deploy this type of learning option.
E-Learning course design experience: Recent completion of the ETEC 544 course provided me with an opportunity to create a first e-learning storyboard and instructional recording. The topic was to create fire using natural materials and produce an instructional video. The requirements included the use of Microsoft PowerPoint to create the story board,
recording it along with voice narration.
Skype: pam_mays
Talk Shoe: mayspi
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