- List the two levels of testing as outlined in the presentation and discuss each one in turn. Then describe the types of testing activities for each level of testing.
There are the fidelity of the media used to present the material and testing done to ensure that the material presented leads to the desired student outcomes.
There are two basic levels of media fidelity testing. One is at the point of media creation, another one consists of having someone review the materials as they will be situated when the consumer of those materials uses them.
Another type of testing that needs to be addressed is testing to ensure that the materials adhere to guidelines established to ensure that individuals with disabilities can access and use the materials that have been created.
- What is ADA and how does it apply to the design and development of eLearning materials?
ADA is the Americans with Disabilities Act of 1990. Disabilities and their accommodations include: Color Blindness, Low Vision – No Vision, Seizure, Auditory, and Motor, the testing ensures the materials adhere to guidelines established to ensure that individuals with disabilities can access and use the materials that have been created.
- What is your institutions (You may use CSUSB’s) policy towards ADA and eLearning? Explain what this means in practical terms and what you think the strengths and weaknesses of the policy.
The ADA provides an array of regulations and standards for organizations. These are interpreted as requirements to which organizations must comply. In a practical sense, beyond the minimum requirements established by ADA, are desirable environmental conditions and individual expectations. These latter two levels are commonly the ones that come under some type of review by either the Advisory Committee or the ADA Management Group.
Whether or not a specific item within the realm of ADA arises with the Advisory Committee, is directly presented to the Management Group, or arrives at a specific office, the process will consist of the following approach:
- Identification of the interest, problem or concern.
- An analysis of the factors involved, including cost and funding sources.* refers to:
- A review of the alternatives possible, including cost.
- A response to the originator of the item.
- Implementation of the solution.
- Closure of the process.
The strength of the policy is given full attention for disabilities, try to help individuals in his/her needs as possible.
The weakness of the policy is under each one condition, there will be different situation for instructor to face and solve, and it is hard to cover every circumstance in teaching process.
- Revisit the 11 instructional design steps presented in chapter 1 of the text (Design Quickly and Reliably).* Revise this 11 step system using what you now know about development and testing. Try to create your own instructional design process/template that you might actually use. Briefly explain your modifications.
*11 step instructional design process as presented in the text:
Identify your underlying goal
Analyze learners’ needs and abilities (Add an analysis of content and instructor needs/abilities/preferences.)
Identify what to teach
Set learning objectives
Pick the approach to meet each objective
Decide the teaching sequence of your objectives
Create objects to accomplish objectives
Create tests (Add other methods to determine whether or not objectives are met as appropriate.)
Select learning activities
Choose Media (Add a discussion of activity structures and interactions.)
My Own instructional design:
Determine the purpose of the design
Analysis the design goal
Set learning objectives
Design the objectives, choose suitable technology tools
Develop the objectives with technology tools
Implement the objectives
Evaluate the objectives for learners