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Building Learning Objects that Rock in Every Way
The document discusses the creation and challenges of digital learning objects (DLOs), detailing real-world scenarios in instructional design across various contexts. Key topics include legal, learning, technological, and economic considerations, emphasizing the importance of stakeholder satisfaction and adaptability. Different scenarios illustrate innovative approaches to instructional design, quality assurance, and addressing the unique needs of diverse learners.
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Building Learning Objects that Rock in Every Way
- 1. Building (Digital) LearningObjects that Rock in Every Way Shalin Hai-Jew 2014 Big XII Teaching and Learning Conference Oklahoma State University Stillwater, Oklahoma Aug. 4 – 5, 2014
- 2. Presentation Overview • Real-worldinstructional design scenarios with unique challenges • General effective practices 1. Legal considerations 2. Learning considerations a) Learning context b) Conventions c) Informational accuracy 3. Technological considerations 4. Client (and stakeholder) satisfaction 5. Economical and efficiency considerations a) Ruggedization and future-proofing b) Smart work processes • Plus: Quality controls • An evolving project stylebook • Templating • Checklists 2
- 3. Welcome! • What isyour main professional role? Instructional? Instructional design? Educational technology? Other? • What is your background on this topic? • What are some issues you want to see addressed? 3
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- 5. Real-World Scenario 1:A One Health Course • A One Health graduate-level course with an emergent and evolving subject matter • A recently published book which is not fully comprehensive to the topic • An administrative lead and principal investigator with lots of professional contacts both on campus and around the nation • A forthcoming “one health” conference • Specialist experts from highly disparate fields: animal sciences researchers, biologists, pathologists, environmentalists, toxicologists, biosecurity experts, built environment researchers, and others • Range of research methodologies and specialty fields (with different approaches to rigor) • A course taught on multiple platforms with veterinarians, human physicians, and public health professionals as projected learners 5
- 6. Some High-Level Topicsin the Course • Human health / animal health / environmental health (and interaction effects) • Zoonotic diseases and routes of transmission, vector-borne diseases, foodborne illnesses, food safety-defense-security, globalization and human-animal bond, built environment and disease concerns, natural environment and disease concerns, physical activity / health / safety in the built environment, multiple and reciprocal levels of human- environment interaction, animals in the built environment, wildlife habitat encroachment and intro of non-native species, climate changes and effects on animals and animal disaster management, and bio and agro-terrorism • A lean four-member mixed-team development • An overarching structure • Supporting learning contents: slideshows, videotaped interviews with experts, integration of professional readings and selected MMRW real-world cases, and integration of an assigned book through reading assignments • Quizzes, analytical reports, and a cumulative research project on a select one health issues 6
- 7. Some High-Level Topicsin the Course (cont.) • Elusive imagery • CDC’s PHIL (Public Health Image Library), WHO, Defra, USDA APHIS, and others • Copyright pursuits • Expert interviews (with tailored questions) • Media releases • Security concerns • Access to particular types of information • De-identification and “scrubbing” of metadata and EXIF data • Professional videographers 7
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- 9. Real-World Scenario 2:An E-Learning Faculty Modules Wiki • Ways to raise quality of teaching and learning in e-learning • Reaching faculty with varying levels of online teaching experience • Using an opt-in approach initially • E-Learning Faculty Modules • Built on the open-source and free mediawiki software • Challenges with software updates and security protections (locking down the site) • Hosted locally • Three layers of complexity (beginners, e-learning central, advanced workshop) 9
- 10. Some High-Level Topicsin the Build • Sponsored by the Division of Continuing Education (now Global Campus) • An unfunded internal project • Clients and (over)ownership • Built by instructional designers and invited faculty • A consensus-built template structure for each of the wiki pages • Early divergence from the agreed-on template early on • Non-participation in terms of core contents contributions by faculty • Support by videographers 10
- 11. Some High LevelTopics in the Build (cont.) • Debate on copyrighted (DCE) or open-source (everyone else) • The nature of publicly hosted wikis • New version in the password-protected LMS with short quizzes and learner trackability • Required training to receive grant funds for building new online courses • Focus on accessibility, copyright, • A quality e-learning rubric / checklist 11
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- 13. Real-World Scenario 3:Digital Entomology Lab • Project idea started with the building of an undergraduate entomology course which was traditionally taught with a physical entomology lab • A walkthrough of the physical lab • Why not a digital entomology lab? Did one already exist? • Definition of the learning objectives achieved with an entomology lab • Insect structures • Uses of equipment • Microscope • Bare seed money • Department support • Instructional designer donated time 13
- 14. Some High LevelTopics in the Build • A microsite hosted from the Department of Entomology site • Macro photography: camera, angles, lighting, grid paper in background, pinned insects (formal sets, student-collected insects) • Expert use? Amateur use? Use by young people? • Managing expectations • A 44-step dichotomous key • Push for further funding • The EDUCAUSE article • Crowd-sourcing for ideas for next steps? • Multi-level audience (high-school to expert) • Potential support and interest? 14
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- 16. Real-World Scenario 4:A Native Gaming Case Study • Enduring Legacies Native Case Studies (education as an empowering and subversive act), Evergreen State University (and funded by the Lumina Foundation) • Access through tribal leaders • Focus on Native American empowerment / self-determination and voices • Building a curriculum on gray literature • Political implications • Native gaming: Political, economic, and social-cultural frameworks (a triptych case study) • Cross-domain learning • Case analyses structure: fact-based, actual decision-making involved, critical thinking • Multimedia 16
- 17. Some High LevelTopics in the Build • The challenges of access to Native gaming establishments and information • Cameras and audio recording devices • Trust and being an unknown quantity • Little motivation to have a presence in the research literature • Uses in F2F, blended, and online learning • Uses by Native learners in the Pacific Northwest • Uses by the broad general public • Site hosting • Digital files portability • Little support for multimedia 17
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- 19. Real-World Scenario 5:Policy Compliance Trainings • Policy compliance training • Law and policy based • Required for all employees (or select ones) • Annual renewal • High pressures for concision and brevity (by broad-base learners)…vs. the need for thoroughness (legal requirements) • Review by in-house legal counsel • Legally supportable language and understandings • Thoroughness • Balance with other laws and practical considerations 19
- 20. Some High-Level Topicsin the Build • Wide range of learners (30,000 ±) • Accessibility • Language considerations (phrasing and various foreign languages) • Legal implications • Learner trackability in terms of the learning • Record-keeping • Precise language use • Citations of policy • Updatability • Annual or multi-year (multiple times a year and once every few years)( updates for some laws and some policies • Fully authored by the respective clients 20
- 21. Some High-Level Topicsin the Build (cont.) Anti-Discrimination Training • Built on Qualtrics survey system • API to report to HRIS and iSIS (HR info system, and student information system) • Six-part training (in parts and integrated) • Video snippets (storytelling and scenarios) • Interactive elements for testing knowledge • Affirmation of access to the policy and the learning • Versioning between students and faculty / staff Grievance Committee Service • Flash object • Delivered via LMS • Delivered via public site • Critical for due process for faculty / staff who disagree with administrative decisions • Issues of due process, confidentiality, fairness, and process 21
- 22. Some High-Level Topicsin the Build (cont.) Anti-Discrimination Training • Alignment with various campus offices • Legal oversight • Challenges in the build • Extensive testing (and revision of learning contents) with various stakeholder groups • Alignment of video snippets with text (no deletion of text) • Consistency in design challenges (aligning videos and text) • Prototyping early on (no rush to build) • Foreign language translations • Google Translate integration in Qualtrics Grievance Committee Service • Pure policy (and application) sequence • Simple testing • Affirmation of learning • Updates in training with decision-making by the Faculty Senate and other relevant bodies on campus • Small targeted group 22
- 23.
- 24. Real-World Scenario 6:An Annual Multimedia IT Satisfaction Survey • Information Technology (IT) satisfaction survey • Faculty / Staff • Students • Stakeholders • Three campuses • Range of IT units • Faculty, staff, and students • Broader publics • Range of issues: telecommunications, on-campus computer laboratories / smart classrooms / commons spaces, IT Help Desk, web services, equipment loan, technology trainings, e-learning LMS, campus websites, software site licenses, IT communications, and others • Educational purposes about IT role and services 24
- 25. Some High-Level Topicsin the Build • Random stratified sample (with a masked “panel”) • Publication of findings • Analysis with basic descriptive statistics • Little year-over-year trending • Caution with “executive summary” • In the campus newsletter; the IT newsletter; the Knowledge Base; and formal reports (40-60 pp.) 25
- 26. Some High-Level Topicsin the Build (cont.) • Survey revision • Multimedia integration with delivery on the Qualtrics platform • Short Zoom video for lead-in • Digital signage play at the conclusion • Clear sequencing • Redesign for clearer language use • Redesign for concision • Redesign for easier analysis and report writing (more close-ended questions and more directed open-ended ones) • Consideration of criticisms in prior two years’ respondents’ comments • Inclusion of multiple campuses 26
- 27.
- 28. Real-World Scenario 7:University Life Café • Emotional resilience in the environment as a tool of suicide prevention for college students • Awareness raising through safe messaging • Encouragement of mutual support • Publicizing of campus resources 28
- 29. Some High-Level Topicsin the Build • A “blank slate” start • A retreat with various stakeholders • Participatory and evolving design by students • Funded by SAMHSA (Substance Abuse and Mental Health Services Administration) • The design • A café metaphor: The Brew (student contributions with eID authentication, ability to use public pseudonym), The Bookshelf (formal writings), Café Chats, Events, and Contribute (admin oversight of contributions) • Navigational structure (a two-stage model with a functional redesign after a 6- month soft launch and assessment) • A commissioned webisode series on adjustment to college life with student actors and custom-made script (“Suzy’s Strategies”) • Back-end text-tracking to potentially have a crisis intervention 29
- 30. Some High-Level Topicsin the Build (cont.) • Campus support from a number of offices (not an inert site) • At least one site-based crisis intervention in the first six months • Formal events hosting on campus and online • Public speakers • Art and writing contests • Multi-page EULA (end user license agreement) • Mitigation of liabilities (information not advisement) • Monitoring • Privacy protections (high-security hosting and data protection) • The University Life Café and the research base • One article about an endeavor abroad (Israel) using websites for suicide prevention 30
- 31. Some High-Level Topicsin the Build (cont.) • Topics for formal articles for The Bookshelf • Stress reduction, sexual assault awareness and precautions, drug and alcohol use prevention, exercise, diet, health maintenance, social life, study habits, and others • Transferability to other colleges and universities? • Need local bureaucratic support and funding • Need continuing maintenance of the site and administrative support and monitoring • Need local arts and other content creation • Need updating of formal articles • Letting go… and evolution of the site 31
- 32. Inferential Learning fromthe Prior Examples What could be meant by a DLO “rocking in every way” in the real world? How can learning object quality be created even within the limits of the authorizing documents, the resources, allotted time, technologies, and development team? 32
- 33. General Approaches toBuild DLOs that Rock in Every Way… 33
- 34. Definition: A DigitalLearning Object (DLO) • May be atomistic (a defined and discrete unit of learning—by information, by hour-of-learning time, by credit, or other type of measure) • May be stand-alone or may be part of a learning or training sequence • May part of a system (a microsite or larger) 34
- 35. Technological Environments and Conditionsof DLO Usage Techno Environments • F2F: classroom systems, print form, and others • Blended: classrooms, print form, learning management systems, sites, wikis • Online: learning management systems • Web: repositories, wikis, websites Conditions of Usage • Totally automated learning (self-discovery learning) or instructor-led learning • Formal learning or informal learning • Part of a learning sequence or stand-alone 35
- 36. Definition: Digital LearningObjects (DLOs) that Rock 1. Legally sound 2. Designed for optimal learning a) Learning context b) Conventions c) Informational accuracy 3. Technologically adaptable 4. Client and stakeholder satisfaction 5. Economical and efficient build a) Ruggedized and future-proofed b) Smart work processes 36 and…
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- 38. Intellectual Property • Dataprovenance • Know where you got everything from • Make sure that the sources are credible • Make sure that you have rights to use the materials you’re using • Make sure that those who give you release to use the materials have legal standing to offer that release • Make sure you can document that you have the legal rights to use the materials • Dev team understandings and rights • Make sure that the team is clear that the created contents belong to the institution (don’t want contents going out into the wild or being mis-used) 38
- 39. Intellectual Property (cont.) •If going open-source, make sure that you have the proper rights releases • Academic “fair use” • Ensure that the contents will not ultimately somehow enter the commercial realm • Non-credit use may be seen as commercial use • Safe harbor • Go legal all the way… Safe harbor only refers to general practices… • Orphaned works • Documentation of the pursuit 39
- 40. Anti-Plagiarism • Write originalwork • Avoid self-plagiarizing • Cite all sources correctly • Four words in the original order…require quotation marks and citations • Get permissions whenever necessary 40
- 41. Accessibility • Different perceptualchannels: visual, auditory, tactual, symbolic processing • Physical accessibility issues • Usually combinations or syndromes in terms of disabilities • Federal legal requirements for accessible contents through Section 508 (US Access Board) 41
- 42. Accessibility (cont.) • Ensurethat there are multiple ways to access contents • Video stream (with transcription, which is machine-readable for auditory channel) • Visual stream (with text versions, which are machine-readable for auditory channel) • Audio stream (with text for visual channel) • Alt-texting images (informational equivalency of the visualization) • Transcriptions (Google’s YouTube->correctable XML transcript- >timed text) • Uses of color with sufficient contrast and text labeling • Text hierarchies (with tagged text), and others 42
- 43. Privacy Protections • Mediareleases for all videotaping, photography, interviews, voice- recording, and others • Research: informed consent, secure data handling, full de- identification • Hiding faces and other sensitive information using Adobe Photoshop features like filters • Do not use removal shapes like circles or rectangles in PowerPoint that are overlaid over images • Erasing metadata riding multimedia 43
- 44. Secure Projects • TetchyPIs • Full Eraser™ delete of every version everywhere • Scrubbing metadata (like EXIF and other data) for imagery • Embargoing learning contents • Protecting access to the shared online development sites 44
- 45. Picking your PIs… •Principal Investigators (PIs) going overboard? • Fearful of others taking academic credit… • Fearful of others linking to a learning resource (from a referatory) • Fearful that their learning materials will be used in a way not of their own planning and control • Protections against video downloads by streaming only • Chunking pieces of video, so no whole coherence is re-creatable • Protections behind password-based log-ins • Protections with complex technology builds that are harder to scrape • Single-sourcing on the Web or Internet • Learning contents dating out in terms of value 45
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- 47. Understanding the LearningContext Understanding the Learners Learning theories (learner engagement and retention and transferability) Learning research Human factors Pre-existing mental models Full knowledge Full credentialing Full training Learning Domain and Contents Learning objectives Learning outcomes Knowledge Skills Attitudes and behaviors Conceptual models (vs. novice or amateur mental models) Priming Knowledge structuring Informational rigor Learning Design and Deliverables Learning objects Learning sequences Interactivity Experiential learning walk-through Opportunities for practice and real- world applications Assessments (formative and summative) Downloadables Opt-in learning Controls against misconceptions or negative learning 47 Understanding the Instructors
- 48. Conventions for DLOs F2FLearning Non-timed, controlled by the presenter(s) or instructor(s) or trainer(s) or team… Back-end training and manual for the trainer Selective versioning (and branched sequencing) Additional resources as needed for elaboration Pause-points for in-group work and breaks Hand-outs / downloadables Blended or “Flipped” Learning Some online materials accessed ahead of the F2F meeting time Designed F2F group work and activities (particularly in specially designed learning environments like physical labs, fieldwork spaces, real-world factories or centers, etc.) Some online materials accessed after the F2F meeting time Automated Learning Timed or non-timed Defined learning objectives Integrated video Additional learning resources Formative assessments during the learning with feedback Reportage of performance (not only assessments but rich learner feedback) Defined assessments (opt-in or required) Customized adaptation in some systems Possible downloadables 48
- 49. Conventions for SelectMultimedia • May build to (or against) learner expectations for multimedia forms and content conventions for targeted and designed effects • Slideshows: developmental sequentiality, clear slide labeling, consistency in look-and-feel, legal IP, legal releases, avoidance of stretched imagery (need correct aspect ratios), research source citations, accessibility with alt-texting and others, embedded videos and hyperlinked resources, application for both live F2F and archival use, often narrated with voice files, overview slides early on, summary slide of contents, and contact information • Videos: opening slide, sufficient resolution and frame-rate, all-of-a-piece design (music and artwork), legal IP, legal releases, real-time captioning or transcription (or both), and others (may be interactive videos with embedded links to sites or games or questions) 49
- 50. Conventions for SelectMultimedia (cont.) • Short learning games: clear objectives, score-keeping, refreshable and replayable • Interactive experiences / simulations: fun (including “hard fun”), extended narrative structure, characters, accessible interactivity mechanisms, sense of progression and achievement, reinforcement learning • (Digital) case studies: clear context, lead-up to a real-world dilemma, various frameworks for decision-making, possible real-world fall-outs (and costs) from the decision-making and ensuing actions; integration of multimedia • Interactive maps: different layers of information, text labeling, controlled inputs for highlighting particular regions or informational features, information filtering 50
- 51. Conventions for SelectMultimedia (cont.) • Interactive social network graphs: access to graph metrics, highlights of particular branches of the network graphs, zoom-ins on nodes and links, and other elements • Writing sequences (articles, white papers, cases, profiles, forewords, prefaces, chapters, one-pagers, etc.): wide variety of formulaic rules for various writing forms in terms of titles, tone, content, voices, research citations, length, targeted audience, rules of formality for acceptable information, and others 51
- 52. Information Sourcing andProvenance • Self-created information • Solid informational sources • Clear representation of the data (with qualifiers) to control for misconceptions • Clear research citations • Commissioned information • Double-checking accuracy and sourcing 52
- 53. 3. Technological Considerations DigitalLearning Objects (DLOs) that Play Well with Others …with Learners …with Themselves 53
- 54. DLOs Playing Wellwith Others • Repositories, referatories, websites, learning management systems, video hosting sites, and social media platforms • Desktop computers and mobile computers and devices (mobile- friendly versions) • Windows machines / Mac machines / Linux machines (video codecs for video rendering) • Web browsers • Video players • Other learning sequences and other DLOs • Sharable Content Object Reference Model (SCORM) 54
- 55. DLOs Playing Wellwith Learners • Playability on various points-of-access (connectivity to the Internet, computing devices, mobile devices, etc.) • Clear directions • Clear navigability 55
- 56. DLOs Playing Wellwith Themselves • Internal functionalities • Interactivity • Internal and external links 56
- 57. Full Functionality Testing Alpha( α ) Testing • In-house testing • Learning quality • Language use • Research citations • Functionality • Playability Beta ( β )Testing • Testing with broader publics and stakeholders • Learning value • Writing clarity • Coherence • Learning experience / pacing • Functionality • Playability 57
- 58. Some Underlying Principles •As accessible as possible with as few technological dependencies as possible • Videos without need for proprietary embedded players • HTML 5 to mitigate the need for Flash (particularly for mobile devices) • Machine readable, machine translatable • Global access and broad usage • An ethos of ultimate sharing • Elegant code • As little code as needed to achieve the desirable ends 58
- 59. Non-Tech Savvy Clientsand Ownership • Clear explanations (without overwhelming PIs; however, many PIs are very tech-savvy) • Backing up all digital contents in pristine versions • Protecting contents against (unintentional) PI damage (coming back around to fix the damage) • Documentation of all work and technologies for handovers / inheritance 59
- 60. 4. Client (andStakeholder) Satisfaction 60
- 61. Client Satisfaction • Readauthorizing documents closely; share these with the dev team (as much as possible) • Maintain open communications • Share draft work as it is proceeding • Get continuing feedback in some documented form (among others) • Maintain constructive work relationships • Client interests are your interests • Ensure that clients (PIs) are satisfied • Avoid encroachment on PI territory 61
- 62. Stakeholder Satisfaction • Brainstormstakeholders (in a concentric circles concept) • Understand that the product will have a range of learners over time (if designed correctly) • Understand what the stakeholders’ prior knowledge and mental models are (vs. the conceptual models) • Understand what the stakeholders’ point-of-access will be and their likely devices and technologies • Design the learning to meet the needs of the stakeholders • Build learning with multiple perceptual and cognitive channels to accommodate learning preferences • Build accessibly • Maintain ways to close the loop on the learning and to get empirical data on the learning and feedback from learners 62
- 63. 5. Economical andEfficiency Considerations 63
- 64. Methods for Ruggedizationand Future-Proofing Ruggedization • Designing portable and updatable contents • Ensure playability on a variety of contexts • Designing contents for multi- use and re-use • Maintaining raw files in case of need for re-build / new build • Using robust formats Future-Proofing • Using the latest validated domain-based information • Building to the highest and latest technology standards • Avoiding any time-sensitive references • Avoiding reliance on textbooks 64
- 65. Knowing When toUpdate the DLO • When there are important changes in the laws • When there are important changes in the domain and contents • When there are important changes in the teaching and learning strategies • When there are important changes in the technologies • An Instructional Design Approach to Updating an Online Course Curriculum (2010) 65
- 66. Knowing When toRetire the DLO • When new paradigms and information totally supplant the DLO • When there are more accurate “go to” sources • When the DLO does not have historical value • When the DLO is no longer in practical use 66
- 67. Smart Work Processes •Get the right people on the team (synergies) • Do some cross-training for resilience • Document work so team is co-aware • Support each other through the work • Avoid back-biting, energy-draining, turfy (credit-claiming), deceptive, show-boating people who fail to deliver work or meet deadlines; remove team members who are the prior (and do it legally) • Check out the competition • See what others are doing…and how they’re doing it…and with what technologies (and learn from them) • Read up on the latest research in terms of e-learning and peripheral fields 67
- 68. Smart Work Processes(cont.) • Be honest with the funders and clients • Do not over-claim • Use a consensus-defined project stylebook (in digital format) • Stay flexible and adaptive • Plan practically • Define legalities early on, and stay legal at every step • Address IP and copyright, accessibility, security, privacy protections, policy compliance, etc. • Paper prototype the design (“rough it out” before any building) • Draft all elements in written form first (all interviews, video scripts, interactive learning objects, games, etc.) • Use storyboards where needed 68
- 69. Smart Work Processes(cont.) • Define the rules for consistent quality, and stick with that • In slideshows, for example, use slide numbering, consistent title labeling, consistent handling of imagery with proper sizing, alt-texting of images, consistent language use, clear source citations, etc. (Consistency is hard.) • Define the aesthetic expectations (style matters) • Fast prototype the digital learning objects (DLOs) and check with stakeholders and projected learners throughout the process • Make sure that the learning and technologies work • Make time for critique and analysis of the early drafts…final drafts • Be willing to revise and edit until launch and then even beyond 69
- 70. Smart Work Processes(cont.) • Iterate and improve • Document work • Maintain clearly organized raw files for findability and revisions • Use clear (and formal) research citations of all sources used • Check each other’s work • Keep copyright releases from lawyers with the objects used (be able to prove the release if called to do so) • Protect email records, too (redundancy is good) • Use credible open-source resources where possible 70
- 71. Smart Work Processes(cont.) • Use checklists to meet standards requirements • Spell check • Double- and triple-check • Meet all deadlines • Maintain a pristine master version • Save all raw files in case of need in the future (digital archiving is so low cost vs. the cost of recreating work—which is very expensive if you do the math right and which may not be feasible if people are no longer available to take part in the re-creation); avoid having little pieces everywhere among all the developers • Learn from mistakes; stay constructive and honest 71
- 72. Plus: Quality Controls Anevolving project stylebook Templating Checklists 72
- 73. Purposes of aProject Stylebook • Provides a structure for consensus-built understandings by a mixed team • Codifies requirements from the funding agency and clients • Defines the standards and expectations of a project (to keep a development team on track) • Ensures clear understandings among the client and dev team members • Used in the pre-, during, and post-phase • Design • Development • Hand-off 73
- 74. Elements of aProject Stylebook • Some basic elements: • Dev team members and roles • Planned workflow and decision junctures • Deadlines (soft and hard) • Standards (legal, domain, pedagogical, technological, accessibility, IP, and others) • File types • Software (authoring tools) and versions, and others • Selected standards resources and references for quality builds (including self-created checklists and rubrics) • Budget (sometimes) 74
- 75. Form of aProject Stylebook • Evolving • Should define standards for the acceptance of changes • Dev teams should integrate their learning into the stylebook and proliferate learning to the others • Digital form • May include checklists for particular elements • Adapts to changing information, changing technologies, changing needs, and dev team observations (particularly for longer-term projects) • Co-located with authorizing documents (for the project) • Co-located with sample digital learning objects 75
- 76. Templating • Common useof templates with embedded formats to build consistency and comprehensiveness • Templating both for raw files to support DLO builds (like script, interview, transcript, and storyboard formatting)…and for DLOs themselves (like cases, games, video lead-ins and lead-outs, etc.) 76
- 77. Checklists • Using checkliststo ensure that quality standards are known, reinforced, remembered, and met • Can easily build some classic checklists during work on projects based on what is learned on the job • These can be applied to a variety of projects effectively • Unique additions or changes to these checklists may be made as needed • May be wholly new checklists if the development team is building something new or working with a new client or new technologies 77
- 78. Comments? Questions? • Agree?Disagree? • Other tips to share? • Experiences with designing, building, and deploying digital learning objects? Experiences with using effective (ineffective) digital learning objects? 78
- 79. Conclusion and Contact •Dr. Shalin Hai-Jew • Instructional Designer • Information Technology Assistance Center (iTAC) • Kansas State University • 212 Hale Library • Manhattan, KS 66506-1200 • 785-532-5262 (work phone) • [email protected] 79