DLT 2: Improvements? Bah, I'm Perfect!

The power lies in the moustache...

I honestly have to laugh when people ask me to consider how I might improve upon something I've done.
As if!
I guess they just aren't capable of producing perfect stuff immediately every time, or even imagining that someone else might be able to.
Tsk tsk ...how contemptible they really are!

And now ...returning to reality...

What would I improve about my e-learning module?

Bullets are good. I'd...

• Make the module display more consistently across the three major browsers (I.E. primary one so far)
• Work out the process of making the module and assessment available to teachers in more detail
• Provide more 'further study' material
• Tweak the look and feel somewhat
• Solicit feedback and consider implementing suggestions
• Add a written music component to the assessment
• Add in a few relevant quotes on the subject
• Add a little more historical detail
• Get it on the web, accessible from my website.
• Make it all seem better by not being so tired right now - it's 12.43... 

I think the whole process has been one of continuous attempt at improvement, but the sands in the hourglass have all but run out now...

DLT 2: Pedagogopopolis - Is My Module Effective?

Student approval chocolate deal...

Does my module teach effectively? So far, I have only 1 feedback, which was upbeat, but I realize that it's from perspectives outside of my own that I will be able to see whether the e-course is useful or not.
In other words, the users - those for whom it is intended - are the ultimate arbiters of it's success or failure.
Of course, constructive criticism is invaluable; if it's not all-encompassing, you can modify your offering accordingly, then give it back to them and hopefully they'll say "Yip, perfect, couldn't be better."
And if, after enough feedback-inspired improvements, enough people are of that opinion, you may really have contributed something useful.

Does It Teach O.K?

I hope my module teaches well; I tried to give it flow, a variety of media, a little humour; to present ideas in a sequentially meaningful way.
I tried to be clear; in the assessment I tried to create questions which would really test comprehension in the users, rather than allow parroting; I attempted to make the layout engaging and reasonably professional-looking.
I wanted to incorporate learning activities which would involve the students on responsive and technical levels. I included additional opportunities to expand their knowledge of various other aspects of the subject (links, etc).
I gave expected learning outcomes and means of student progress evaluation.
There were a number of structuring options as to how to unfold the material; the path I chose tried to impart some degree of alternation between pure reading, listening and activity.

My module doesn't attempt to cover the whole subject, but I think it could be relatively enlightening and useful for people at various points in their musical journey.

We'll see what Michael thinks. Not that I would make the mistake of bribing him with Whittaker's in a public blog post.

Sure, I may hang out with Paula and Gabrielle, but I'm not that ...brazen.

DLT 2: What Has An Incorrigible Person Like Me Learned?

I've learned to be lighthearted...

Having assimilated so much, I'll try to be succinct about the instances. In the context of producing this assignment I've learned:

• that there are many things to be taken into consideration
• that information needs to be presented in a sequential learning flow
• that expressing complex concepts clearly often entails editing, and re-editing
• that scarcity of time can become the enemy of quality (I suppose that's a rather vapid observation)
• that my web skills do enable me to produce something half-decent in certain areas
• to appreciate more the work which has gone into other educator's offerings
• that most factors count and contribute; each element should be done as well as possible BUT
• in this context, regrettably, you can't allow yourself to lose marks pursuing that
• to formulate questions based on a specific body of material (assessment)
• you can only say so much; simplification and generalization have their place
• to STOP (now) because I can only get 1 mark out of this post anyhow!

DLT 2: "The Plan" - What Plan?

How I'm feeling this evening

As covered in a previous post, my storyboard changed in response to Michael's critique - (the sheer gratuitous destructiveness of it all! No Whittaker's for him!).

...But seriously: the storyboard was modified (I think to the good, reasons elsewhere) but the Time Plan was more followed in principle.

What principle?

The principle of, as far as possible, working concurrently with other projects, and parceling out the execution of prioritized, bullet-pointed activities (of which this blog entry is one).

Did I not adhere then to the time plan, as given?

Not exactly, because I rethink and re-prioritize as I go along. The time plan however had a value in that it showed that, occasionally at least, I can timetable out activities in way that is remotely sensible.

Also,  'life' destroys ...what was it '...the best laid plans of mice and men?'

Ahh, it's late, hence the frivolity...

The main thing is, has whatever I've done resulted in getting a decent assignment in on time?

It's due in two days; remains to be seen. Ulp.

DLT 2: Future-Proofing An E-Learning Creation

Ah, we'll all be dead soon...YAYY!

It is my good fortune that the language and syntax of music (my e-module subject area) appears to be somewhat more enduring than the strange metamorphosing gobbledygook of code which underlies much of the e-world! In many instances it makes the occupation of future-proofing easier ...by eliminating it.

But seriously, folks...

Problems first; solutions (such as I have), second. My e-module suffers from at least these vulnerabilities:

• Whatever vulnerabilities apply to parts of, or the entire framework in which we're working, which is technological, rapidly evolving, creating obsolescence on a daily basis.
• I use YouTube videos in my module; the original ones on a channel I created for the module, should endure awhile (I won't remove them) but outsourced videos (or the channels on which they are situated) may disappear
• Some other of the links in the module (to text information resources) may disappear, or their natures change somewhat, although possibly less likely.
• Venues of music education of various types may come to de-emphasize - or possibly, neglect - information along the lines presented.
• My material may be deemed irrelevant or uncaptivating now - in which case it isn't even present (let alone future) -proofed.
• Similar-subject resource material may become so excitingly presented in the future (using advanced technology) that my module may dwindle away, becoming as popular as a tattered Gaelic treatise on ancient basket weaving techniques.

Solutions  ...Hopefully

Part of my future-proofing strategy has been qualitative; if it does the job engagingly and efficiently, if users (be they educators or students) like it and would recommend it, then it has some future.

For YouTube outsourced videos I have provided some alternate links, should the primary ones fail. Also, the HTML can be periodically updated, should replacement links be required.

The module can be continuously or intermittently improved or supplemented, increasing its value as it persists.

Should the code become outmoded and dys/non-functional, it could be modified to bring it into line with new standards prevailing (and even bring in newly available techniques and output).

The module could be adapted to fit the needs of various specific learning circumstances better.

Etc, etc!

DLT 2 - Learning Module Accessibility Issues...

Crash!

I shall come out and say in advance that my module has not yet been implemented in such a thoroughgoing way  as to cater for all of the many impairments and disabilities from which people can suffer, although I am aware of quite a number of the issues.

That said, given the time available, I have tried to take into account what I can by supplying content in a variety of forms (text, images, video, etc, frequently simultaneously) to maximize an opportunity for various types of users to connect with the material.

Here are some of the areas taken into account (some are cross-demographic accessibility facilitations):

• For the visually impaired, there is plenty of audible content, and
• Images are usually provided with properly descriptive alt values
• Text and image-wise the page is enlargeable via the "control" plus "+" keys
• For the sake of variety and catering to different functional and perceptual conditions, the content is not all textual; extensive use has been made of video and imagery
• As stated, in many cases mixtures of auditory, text and visual or animated content has been used simultaneously to appeal to whatever senses are available (eg: a video with musical notation, explanatory text and audio)
• The content to some degree balances left and right-brained content; technical discussion is supplemented with more imaginative "how do you feel about it?" type content
• The module is specifically designed to allow as many interested parties to access ('get something out of') it as possible; the more elementary content, advanced students can skim through, while newer learners can find a way into the subject and are not obliged to do the assessments (or even activities, necessarily)
• Accessibility to teachers: the module is set up in such a way as to be employed very flexibly by educators in whatever context applies

A Note On Navigation

My page navigation has been designed in a specific, I hope justifiable and effective way. All of the links to other pages are deliberately not accessible all the time. The introduction, for example, has a single link ">>> On to part one" at the bottom of the page, making it less easy for the user to skip the introductory orientation and instructions. The introduction, however, once having been read, can be accessed from both the top and bottom of all the other pages.

In the same manner, you are steered away from browsing to part two before having completed part one - the link is at the bottom. The general idea is to get people to move through the module sequentially as a cumulative learning device; 'building' rather than jumping around. At the same time, everything you have already accessed is available on each subsequent page, top and bottom.

DLT 2 ...Communications Process

The rigamarole of being understood

Asked to remark on 'communications' in the context of the current assignment, I take this to primarily concern issues related to how I conceptualize and implement communication with the various users of the 'product.'

My project, which is an e-learning module about chromatic harmony (a branch of music) has to embody a solution to expressing quite a number of moderately complex concepts to the user.

While a good portion of the module illustrates ideas and processes with diagrams, original and outsourced video examples, etc, text is left to get across the remaining grist of it, and this entails very careful, clear exposition of the subjects involved.

When we encounter new material, it is easy to misunderstand things, to get caught up in ambiguities and grey areas, to be obstructed by question marks.

In my assignment, it has been necessary to think out and rethink many passages in the text to try to put the ideas across as unambiguously as possible, or, in the case of instructions, leave the user in no doubt as to what is required.

Vocabulary is another issue; I found it rather difficult attempting to express the content in words that any 10 year old could understand; sometimes the 'right' (or necessary) word is not a short word. The reader may thus need a fairly decent working vocabulary - however - one idea I had to resolve this was to simply hyperlink all the 'higher-end' words to a definition resource, either in the module or online. These hyperlinks would appear as the usual text (not blue, or underlined) and the reader could be notified in advance to simply click on any troublesome words. I am of several minds about this and have not yet implemented the feature.

Typical users of the module, however, are not projected as being children or the semi-literate; I think interested students and adult parties are likely to find it reasonably digestible.

My summation of this aspect of the process is to say that, like many of the project's other facets, there is much to be taken into account and attended to here; far more than would meet the eye on a cursory consideration.

It also reveals to me that some facility with words can prove to be very important when formulating educational materials.