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Applying Instructional Design Principles to Learning Geovisualization for Collaborative Research. Rick. Rick Richardson. Rick Richardson, MEd Adjunct Faculty and PhD student in Instructional Design Idaho State University richric3@isu.edu. Why Instructional Design?.

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Rick

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  1. Applying Instructional Design Principles to Learning Geovisualization for Collaborative Research Rick Rick Richardson Rick Richardson, MEd Adjunct Faculty and PhD student in Instructional Design Idaho State University richric3@isu.edu

  2. Why Instructional Design? • Create quality training programs, particularly for e-learning • Use of most recent teaching and learning theories • Application of evidence-based research on multimedia design

  3. The Instructional Design Process- A Collaborative effort

  4. Instructional Design Models

  5. A Analysis D Design D Development I Implementation E Evaluation

  6. Needs Analysis: • define the instructional problem, • collect data • learner and instructional context analyses • create instructional objectives Analysis

  7. Consult with SME on Learning Outcomes and Assessments • Scope & Sequence of instructional content Design

  8. Flowchart and storyboard instructional module using e-learning software, test a developmental prototype Development

  9. Implementation Instruction & assessment delivered by ID, SME, or ID & SME

  10. Formative • Summative • Confirmative • program evaluation • reporting to stakeholders Evaluation

  11. Geovisualization Applications to Learning Kinzel, M., & Wright, D. (August, 2008). Using geovisualizations in the curriculum: Do multimedia tools enhance geography education? In Environmental Systems Research Institute Education User’s Conference.

  12. Flowcharts

  13. horizontal scroll bar here, showing static images from Geovisualization tour. Clicking on an image brings up a full screen view Geovisualization Splash Page Course Introduction text here Navigation demo Course blog Geoviz links Exit Start

  14. Course Glossary GIS Tutorial Learning Objectives Double-clicking on a topic will take you to the corresponding module • Define GIS • Explain how and where GIS is used • Differentiating raster and vector data • Define metadata • Overlaying data layers • Data analysis queries Return to Course Home Page Take a Geovisualization Tour Select another other tutorial

  15. Proposed instructional sequence • Online pre-training • Google Earth tutorial • GIS and Geovisualization tutorial • Principles of Landscape photography tutorial Workshop Instructor provides overview and models examples to engage and direct students Student guided practice using sample imagery & step-by step instructions Student independent practice using their own imagery and metacognitive response questionnaire

  16. Student & Program Evaluation • 4 Levels of Evaluation (Kirkpatrick & Kirkpatrick, 2006; Phillips, 2003) Level 1: Reaction Level 2: Learning Level 3: Behavior Level 4: Results

  17. Level 1 : Reaction Student questionnaire • Online pre-training • Workshop

  18. Level 2: Learning • Pre and posttests on online training • Posttest at end of workshop • Metacognitive questionnaire

  19. Level 3: Behavior • Online survey • Online interviews

  20. Level 4: Results • Collate & triangulate test, survey and interview data • Number of new/modified courses, published research papers. and ongoing projects that employ geovisualization

  21. Level 4: Results • List of recommendations for program improvement • Summative report of findings to funding and evaluation bodies

  22. Demographic data collection • Student / Faculty • Institution • Program of study • Age • Gender

  23. Demographic data collection • Prior experience with GIS • Prior experience with data visualization • Current and anticipated research interests

  24. Sample Evaluation Questions-Level 1 Questionnaire We are always looking to improve the quality of our online instructional modules, so we need your feedback. Responses to this survey are confidential and will be used to improve content, delivery, and navigability. Section I- Content How relevant was the information presented on GIS and geovisualization to your academic studies? (check one) Very relevant Relevant Somewhat relevant Not very relevant Not relevant at all

  25. The difficulty level of the content was (check one) • Very easy ( high school level) • Easy (freshman school level) • Challenging but not overwhelming (junior college level) • Challenging (senior college level) • Overwhelming (graduate level) Section II- Instructional Delivery Place a check mark in the box that corresponds to your experience with the following

  26. Section III- Ease of Use Place a check mark in the box that corresponds to your experience with the following

  27. Section IV- Overall Impressions • I will use what I have learned about GIS and geovisualization in my academic studies and/or research • Very frequently (on a daily basis) • Somewhat frequently (on a weekly basis) • Occasionally (on a monthly basis) • Rarely (once or twice a semester) • Never • How would you rate the overall quality of your learning experience with the module? • Excellent • Very Good • Good • Fair • Poor

  28. What did you like most about the Introduction to Geovisualization module? • What part(s) of the module need changing and what recommendations do you have? Thank you for your valuable feedback

  29. Sample Evaluation Questions- Level 2 Pretest and posttest

  30. Sample Evaluation Questions

  31. Sample Evaluation Questions- Level 3 Post-course online interviews (Students)Explain what influences the geovisualization workshop has had on the courses or program of study you will select. (Students) How has the geovisualization workshop given you ideas and/or skills that will help you in your courses/research?

  32. Sample Evaluation Questions- Level 3 Post-course online interviews (Faculty) Describe the successes and challenges you have had in integrating geovisualization into courses at your institution. What assistance and resources do you require? (Faculty) How has the knowledge and skills gained from the geovisualization workshop changed your perception of spatial relationships? What influence does it have on your own area of research? What new collaborative research areas do you envision?

  33. Metacognitive survey- Possible questions • What is the end product you are creating? • Where/how will it be used? • Explain each step used to create the final product and reasons for this approach • Did you take any shortcuts? If so, explain why. (Ackerman & Goldsmith, 2008; Ellen & Lowyck, 1998; Kauffman, 2004; Koschke, 2003)

  34. Metacognitive survey- Possible questions • Did the end product match your initial expectations? Explain how and why • If you were to repeat this process, what changes would you make? • Does your visualized data give you insights on new spatial relationships? If so, explain how and why (Ackerman & Goldsmith, 2008; Ellen & Lowyck, 1998; Kauffman, 2004; Koschke, 2003)

  35. Key points • Geovisualization facilitates displaying and modelling of complex spatial and temporal data in ways that minimize extraneous cognitive load • potential linkages with VR research • 3D data empowers 2D (map) data • Spatial reasoning supports learning in other subjects (esp. science), but is under-emphasized

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