Scene: Title Page Programmer Notes This is the Title Page. From here the learner moves to the Welcome & Introduction. The Color Pallette to be used for.

Scene:

Title Page

Programmer Notes This is the Title Page. From here the learner moves to the Welcome & Introduction.

The Color Pallette to be used for this course is as indicated in slide and Master pallette is on page 67 Insert Logo & menu on each page. In upper left corner Master menu & logo is on page 67.See chart A for linking processWelcome links to screen 2Glossary links to first page of glossaryNavigation links to screen 5Objectives page 3Voice Over/Audio

Play 20 seconds of the music provided . It is also on Sound Asset page.

Storyboard page 1 of 70

The Learning bject & Its Re-use

Marla M. Koupal

EDTC 570, University of Phoenix

June 17, 2003

Dr. Vernon Czelusniak

The Learning bject & Its Re-use

Marla M. Koupal

EDTC 570, University of Phoenix

June 17, 2003

Dr. Vernon Czelusniak

Instructional Design BasicsInstructional Design BasicsWelcome

Welcome

GlossaryGlossary

ExitExit

NavigationNavigation

ObjectivesObjectives

Storyboard page 2 of 70 Scene:

Introduction

Programmer Notes

Place Log & Menu—upper left corner Screen appears.

Voice Over

Welcome & Introduction to Course

In today’s world of corporate training, the training design and developmentteams are seeking ways to get useable information to their constituents quickly and effectively. The needs are for learners to receive information and updates on systems, processes, practices and policies that affect their jobs sooner, rather than later and that training needs to have minimal negative impact on customer service.

The need for quality information in a short amount of time has designers looking for simple ways to break information into useable chunks, maybe even granules. This bits or bytes of information are called learning objects.

Once information is chunked a designer is able to create a learning object in a matter of minutes, design a story board in a few hours and deliver the learning object with related exercises and practice to the learner on their desktop.

This course will walk you through the basics of creating learning objects.


Course Objectives

Programmer Notes Place Log & Menu—upper left corner

Voice Over

Upon completion of the first learning module the learner will be able to Information types

• List the 6 information types• Give one or more examples of each information type• Read a paragraph and identify the information types included in the paragraph

Course Objectives


Tell us about you

Programmer NotesPlace Log & Menu—upper left

corner

These fill in the blank answers are to be linked to other screens.

1. Name is linked to appear in the invitation when the invitation opens. Screen 7

2.

The first name is to populate in the Invitation on slide 15 when the slide opens.

Voice Over

Tell us a bit about yourself

1. My first name is 2. My favorite hobby or sport is

Tell us a bit about yourself

1. My first name is 2. My favorite hobby or sport is

We planned this course for some fun and entertainment, as well as learning. Some of our icons are conventional, others are not. For fun we use roller blade icons in your glossary for forward and back, screen to screen navigation. It won’t be long before you discover why.


Navigation

Programmer NotesPlace Log & Menu—upper left corner This box is a read only box. It is static, no movement.

Voice Over: Welcome to the Learning Objects course. Navigation has been designed to make moving through your screens simple and straightforward. Each screen allows you to move forward to the next step or backward to review. You may customize your learning needs and move ahead to any learning module of your choice or you may repeat a learning module for review. You may move through the materials presented using your mouse to navigate or your keyboardUse the Tab key to move among buttons and list boxes on the screen. Use the arrow keys to select options within the shaded list boxes of the Course Map, Topic Index, and Fast Track to a Topic screens. Press the Enter key to initiate a selected option. Wherever the navigation bar appears in the lower right hand corner this is to help you move through the course and its content. It is recommended that you use a minimum screen resolution of 640 X 480 for viewing this course.

Navigating Your CourseWelcome to the Learning Objects course. Navigation has been designed to make moving through your screens simple and straightforward. Each screen allows you to move forward to the next step or backward to review. You may customize your learning needs and move ahead to any learning unit of your choice or you may repeat a learning module for review. However, each learning unit is built on the information in the prior unit so skipping around may not be a feasible learning process for you. Experiment and see what works for you. You may move through the materials presented using your mouse to navigate or your keyboardUse the Tab key to move among buttons and list boxes on the screen. Use the arrow keys to select options within the Menu Wherever the navigation bar appears in the lower right hand corner this is to help you move through the course and its content. It is recommended that you use a minimum screen resolution of 640 X 480 for viewing this course.


Is this course for me?

Programmer NotesPlace Log & Menu—upper left corner

Set this up with Y N boxes prior to each question.

LO comes in from the top right of the screen

When there are 2 or more answers with Yes open up the invitation—screen 7

Voice Over

Is This Course for Me?

Let’s find out!. If you have a minimum of two or more years working in the training or Education field and answer yes to two or more of these questions this course should have valuable information and practice for you.

1. I have seen at least one Task Analysis.2. I have had some training (formal and/or informal) in content development

for instructional programs.3. I am required to monitor or lead training exercises.4. I am required to design some training exercises and outlines.

Is This Course for Me?

Let’s find out!. If you have a minimum of two or more years working in the training or Education field and answer yes to two or more of these questions this course should have valuable information and practice for you.

1. I have seen at least one Task Analysis.2. I have had some training (formal and/or informal) in content development

for instructional programs.3. I am required to monitor or lead training exercises.4. I am required to design some training exercises and outlines.

If you are like me you want to know if this course is for you. Take this short little questionnaire and find out. If you answer at least two of these this this course is for you..


Invitation

Programmer NotesPlace Log & Menu—upper left corner Their first name fills in the blank. This populates from the WELCOME screen, page 2 of this storyboard.

Click on LO to open next slide

Voice Over: Hi, I’m LO. Join my brother and I for an adventure in learning. Just click on me to learn more about how we will Guide you through this course.

You are invited to join

my brother and I

For an

adventure in learning.

Click on me

to continue

Learner name inserts hereHI


Meet Your Guides

Programmer NotesPlace Log & Menu—upper left corner LO Zooms in from upper left.Her voice speaks.At end of her speech Arlo appears from left of screen to right side of screen, the callout appears immediately following.

Make it so they can click on Arlo to continue or forward button to move to screen 9

Voice Over: Voice1: Hello, I am LO, your guide for the learning portion of this course. I am playful but pretty much stay on task.You’ll find out soon why I am wearing a chef hat. I would introduce my brother but he wants to get you started with a game. He will be your glossary guide.

Voice 2: Hi. I’m your glossary guide and I am most often having fun helping you find the information you need there. I am playful and want you to click on me to play “Guess My Name.”

I am LO your guide throughout the Learning

Units. My brother helps me with managing

the Glossary and other tasks throughout this

course.

I am your guide in the Glossary. I demonstrate

many definitions and give fun examples.

See how playful I

am. Click on me to guess my

name.


Guess Name

Programmer NotesPlace Log & Menu—upper left corner Arlo does not say anything.

The music plays for 15 seconds or until learner makes their guess.

Answer 2 takes learner to info on slice 11

Answers 1,3 & 4 take learner to info on slide 10

Voice Over

Just for fun! See

if you can guess my name!

Just for fun! See

if you can guess my name!

Click on your best guess…

1. R.L. Object

2. Arlo

3. Relob

4. Recycle Lobject

Click on your best guess…

1. R.L. Object

2. Arlo

3. Relob

4. Recycle Lobject

I Am Your Glossary Guide!I Am Your Glossary Guide!


Arlo Oops

Programmer NotesPlace Log & Menu—upper left corner Arlo spirals in (makes it look like he is jumping on the trampoline

Link “My real moniker is…” to screen 11 Voice Over: Arlo’s voice: Ooops! Almost there, but not close enough. My real moniker is…ARLO Press the link and find out my story behind my name. (playful tone)

Ooops! Almost! But not quite.

My real moniker is…


Guess Guide Answer

Programmer NotesPlace Log & Menu—upper left corner Arlo zooms in from the bottom left

Call out information is to come in in strips, left & down. Voice Over

Looks like you skated through that one. Arlo for RLO. Get it? Well, no matter, I’m stuck with it because my designer liked it.

And to answer the next question you might possibly ask…No, I don’t play the guitar and sing folk songs. I only sing privately—after I’ve shown you the way to use RLO’s


Pre-Assessment

Programmer NotesPlace Log & Menu—upper left cornerDrag & Drop Create this page so the learner can drop and drag the letters A through f in front of the answers in the right column.

Answer key, & pop up boxes are on screen 13.

After all letters are dragged & dropped to there location assess the highlight the ones that are right and and give them a positive response– Way to go!Now have a pop up box With LO to invite them to learn more.

Voice Over

Match the following terms with their description

A. Principle

B. Process

C. Concept

D. Fact

E. Procedure

F. System or Structure

Rules of Kitchen Safety

How to mix ingredients

Tastes yummy.

When oven is on it is hot to the touch

Recipe

Gather, Mix, Bake

LO’s voice: This is a drag & drop assessment. It’s a pre-assessment, which is a way to see what you knownow and gives you a sample of our subject matter. After taking our class you will complete a post-assessment and be able to compare your enhanced learning.


PA Answer Key

Programmer NotesPlace Log & Menu—upper left corner Pop up boxes for screen 12

Answer key to create drop & drag results

Voice Over

A. Rules of Kitchen Safety

E. How to mix ingredients

C. Tastes yummy.

D. When oven is on it is hot to the touch

F. Recipe

B. Gather, Mix, Bake

Way to go!Join Me &

Let’s explore!

Storyboard page 14 of 70 Scene: Subtitle page for the learning unit

Programmer Notes

Place logo & menu in upper left corner

Checkerboard the box.

Voice Over

Information Types

Storyboard page 15 of 70 Scene:Example of Information

Programmer NotesPlace Log & Menu—upper left corner Box at the end fills from the answer to question 2 on page 4.

Voice Over

Our first task is to read some information and determine the information types. Don’t worry I’ll do this for us.

Now I like to make brownies so I will have you read the recipe and then I will highlight the types of information there are in the recipe? OK

For heightened learning pleasure imagine the smell of freshly baked brownies. And imagine eating these while pursuing your favorite activity

Storyboard page 16 of 70 Scene: Brownie Recipe

Programmer NotesPlace Log & Menu—upper left corner Recipe appears on screen

LO Appears and the voice begins with instructions.

The Call out box comes in at the end Voice Over: LO’s voice: Read this recipe. After you read it I’ll bet some of you are organizing your thoughts and putting a plan together to bake these brownies. However, let’s identify all the information you are sorting because this is exactly what a designer has to do to create learning objects. First they sort information. ,

(call out opens )By the way, this is my favorite recipe. Be careful you don’t drool on your keyboard now.

LO’s Yummy Brownies 1 c butter or margarine4 oz unsweetened chocolate2 c sugar4 eggs1 C all purpose flour2 tsp vanilla1 tsp baking powder1 cup chopped walnuts1 cup semi-sweet chocolate In a 2-quart saucepan melt butter or margarine and unsweetened chocolate over low heat. Transfer chocolate mixture to a large mixing bowl.Add sugar, mix well, add eggs, one at a time, beating until blended. In a mixing bowl stir together flour and baking powder. Add to chocolate mixture along with the vanilla, mix well. Pour batter into a greased and floured 13 X 9 X 2 inch baking pan.Sprinkle with the chopped walnuts and chocolate pieces.Bake in oven at 325 degrees F about 45 minutes or until done. Let cool on a wire rack. Cut into bars.

Retrieved from the World Wide Web June 12, 2003 from http://www.justchocolaterecipes.com/rdetail.php?record=brown008

This is my favorite

recipe for brownies.


6 Information Types

Programmer NotesPlace Logo & Menu—upper left corner Do not link these to the glossary definitions at this time.

1 through 6 drop in as the voice calls out the list. See voice over

Voice Over

Six Information Types

1. Concept

2. Fact

3. Principle

4. Procedure

5. Process

6. System/Structure

Have you ever been given an assignment to read 10 pages of material and put together a plan for a project. You find some paragraphs give instructions, others give background information and they do not seem to have any order? Re-read the recipe on the previous page, does it have enough order for you? It might not for some of you.

Well, before we design training we have to put some order to our information just like that 10 page project. So, before we design let’s learn how to sort information, categorize it and

Then work it into training materials. The six information categories are concept, fact, principle, procedure, process and System/structure


In the next few screens we will look at Lo’s Best Chocolate Brownie Recipe

We will use this recipe and all the information types it involves to illustrate the 6 information types you will use when designing learning objects.

I take these to the skate park and eat them for extra energy.

The lessons appear in the order of the icons below. If you like you may select icons of your choice and learn at random. Each unit has it’s own summary.

CONCEPT

FACT

PROCEDURE

SYSTEM

Scene:

Let’s look

Programmer NotesPlace Logo & Menu—upper left corner Arlo spirals in from top

Link each of the icons at the bottom of the page the the first page for the learning unit

Concept—page 19Fact—page-23

Procedure page-29Process page--33Principle—page38System—page 42

Voice Over

PROCESS

PRINCIPLE

Arlo: In the next few screens we will look at Lo’s Best Chocolate Brownie Recipe

We will use this recipe and all the information types it involves to illustrate the 6 information types you will use when designing learning objects.

I take these to the skate park and eat them for extra energy.

The lessons appear in the order of the icons below. If you like you may select icons of your choice and learn at random. Each unit has it’s own summary.

Storyboard page 19 of 70 Scene: Concept from Recipe

Programmer NotesPlace Logo & Menu—upper left corner ”What is the Concept” box drops in from upper right corner immediately after screen opens

Voice Over Lo: What is the concept in this recipe?

When we read the recipe we might imagine tasting chocolate, chewing on something good or even smelling something wonderful. We might also think calories. Until the brownie is baked it is an abstract idea with a combination of attributes

LO’s Yummy Brownies 1 c butter or margarine4 oz unsweetened chocolate2 c sugar4 eggs1 C all purpose flour2 tsp vanilla1 tsp baking powder1 cup chopped walnuts1 cup semi-sweet chocolate In a 2-quart saucepan melt butter or margarine and unsweetened chocolate over low heat. Transfer chocolate mixture to a large mixing bowl.Add sugar, mix well, add eggs, one at a time, beating until blended. In a mixing bowl stir together flour and baking powder. Add to chocolate mixture along with the vanilla, mix well. Pour batter into a greased and floured 13 X 9 X 2 inch baking pan.Sprinkle with the chopped walnuts and chocolate pieces.Bake in oven at 325 degrees F about 45 minutes or until done. Let cool on a wire rack. Cut into bars.http://www.justchocolaterecipes.com/rdetail.php?record=brown008

What is the Concept?

When we read the recipe we might imagine tasting chocolate, chewing on something good or even smelling something wonderful. We might also think calories. Until the brownie is baked it is an abstract idea with a combination of attributes


Concept Defined

Programmer NotesPlace Log & Menu—upper left corner Screen is static Use these page numbers to link glossary terms in lesson Concept (62)

Voice Over: Lo’s voice A concept is an abstract of generic ideas used to define a class or a group that may share attributes. For example if I think a brownie would taste good right now –the concept is taste good or good. Now we all know brownies have many calories, but there is another way to watch my weight—I use the Weight Watchers concept of points to make sure I don’t eat too much.

Concept

An abstract of generic ideas used to define a class or group that may share a unique combination of critical attributes.

When designing learning objects your learners’ might need to understand how:

• How a brownie relates to them, i.e. it will taste good.• A new term, i.e. a brownie is not a chocolate layer cake• A condition, i.e. a brownie is worth 4 Weight Watcher points


Concept review

Programmer NotesPlace Logo & Menu—upper left cornerUse Drag & drop process Once these are answered only deliver a positive answer. Show them what they have right and then move the answers so they see what is correct.Answer Key is on page 22Positive answers are

Way to go.You Da Bomb!AlrightOutstanding!Booya!Good On Ya Mate!GroovyPhat

Voice Over

The following are concepts. Match the condition, by dragging the letter A,B,C,D, to the matching condition.

Clean house

Skate Safely

Work Smart

Plan Ahead

Make a list of things to pack for vacation.

Helmet is on, skates are buckled.

Finish one job before starting the next.

Kitchen sink has no dirty dishes..

A

B

C

D


Concept Answer Key

Programmer NotesPlace Logo & Menu—upper left corner

Voice Over

Make a list of things to pack for vacation.

Helmet is on, skates are buckled

Finish one job before starting the next.

Kitchen sink has no dirty dishes.

D

C

A

B


Fact & Recipe

Programmer NotesPlace Log & Menu—upper left corner What is a fact drops in from upper right corner immediately after the screen opens

Voice Over: Lo speaks: I imagine the old Dragnet shows when Joe Friday says “Just the facts, M’am.” The facts in this recipe are the measurements of various items. These are something specific the person baking will need to know. I’d hate to imagine what Arlo would think of my brownies if I omitted sugar.


What is the Fact?

1 cup of butter or 1 cups of sugar

Each of these are something specific, therefore factual.


Programmer NotesPlace Log & Menu—upper left corner Hyperlink fact with page 59

Voice Over LO: A fact is a statement that is assumed to be true. For instance, my birth date was June 2, 2003 in Colorado Springs, Colorado.

Another fact is I set my oven to 325 degree to bake my brownies. 325 degrees is a fact.

Fact DefinedFact

A fact is a statement that is assumed to be true. For instance, LO, your baking guide, was born on June 2, 2003 in Colorado Springs.

When designing learning objectives your learners’ might need to know:

• The outcomes of activities, i.e. a passing grade is 75%• A date, time and place, i.e. 10 a.m., 6/16/03, Garden of the Gods Training Room• Something specific, i.e. the oven is set at 325 degrees• Observation, i.e. the brownie is square

Storyboard page 25 of 70 Scene: Fact Review

Programmer NotesPlace Log & Menu—upper left corner 1st question is populated with their name from screen 4

Give a positive response after each correct answer

These pop up as call outs –See image assets screen # Answer key is screen 26

Voice Over

Answer True to the statements that are fact and False if they are not.

Type T for True; Type F for False

1. My name is _______________

2. This is a picture of a roller blade.

3. 32 degrees Fahrenheit is a temperature reading.

4. Your are answering this question on January 1, 2000.

5. When an oven is on it is hot.


Fact Answer Key


Voice Over

1. My name is _______________

2. This is a picture of a roller blade.

3. 32 degrees Fahrenheit is a temperature reading.

4. Your are answering this question on January 1, 2000.

5. When an oven is on it is hot.

T

F

T

F

T

Storyboard page 27 of 70 Scene: 2 Definitions Complete

Programmer NotesPlace Log & Menu—upper left corner This screen pops up after they have finished two summaries. This happens whether they take the course in random or not. Lo drops in from the top Set the sound to play the second 15 seconds of the tape. Voice Over

Congratulations--You have just completed two learning objects.

There are 4 more information types for you to discover before we move on to the designing of learning objects.


Procedure


Voice Over


What is the Procedure?

Notice the steps

1. Add Sugar

2. Mix Well

3. Add eggs one at a time

Procedure is our third type of information. It’s all about the details of a process. First you addSugar, then you mix well, then you add the eggs one at a time. This is a procedure.

What procedure is not is process. Mixing is a process…This list of steps is a procedure.


Procedure Defined

Programmer NotesPlace Log & Menu—upper left corner Drop in Prepare baking pan before Lo reads this Hyperlink Procedure with page 60

Voice Over A procedure is a set of steps or decisions performed to accomplish a task. The example we gave on the recipe are steps. (drop in Prepare baking pay)Another example is the steps to prepare a baking pan.

Procedure:A set of steps and/or decisions performed in order to accomplish a task.The example we gave are the steps. The example below is the task analysisIt lists the steps for preparing the baking pan for the brownie batter.

3. Prepare baking pan3.1 Grease lightly bottom and sides with @ 1 ½ tsp Crisco3.2 Measure1/8 cup of flour3.3 Pour flour into greased baking pan3.4 Shake pan so flour covers bottom and all sides of the pan 3.5 Hold pan and turn upside down over sink tapping bottom of pan to remove excess flour


Scene:

Procedure

Programmer NotesPlace Log & Menu—upper left corner Have Procedure box appear

Followed by Add How to Pay a billThen How to Prepare bill for the mail Voice Over

Procedure: A procedure is “how to do something”. Let’s take two procedures we

each do often, pay a bill and mail a bill, and outline the steps

How to Prepare bill for the mail 1. Find an envelope2. Address the envelope3. Find a stamp4. Glue stamp to envelope5. Insert check in envelope6. Insert copy of bill in envelope7. Lick envelope to seal

How to pay a bill1. Open the bill2. Read the bill3. Verify the balance due4. Find your check book5. Find a pen6. Write the check

If I had to write a procedure for someone to pay a bill it would be the one you see on your screen. It takes 6 steps. If that person then still wanted me to make a procedure or list for preparing the Bill to be mailed I would make a second list with seven steps.

In some companies designers complete task analyses and make similar lists for each job function. They then design training programs from those lists.


Procedure Review

Programmer NotesPlace Log & Menu—upper left corner Answer Key on page 30First box drops in, Lo speaks and then the review drops in Insert sound of phone ringing just before review box drops in

Voice Over OK let’s see how you do. We tried to pick something common. We ant you to fill in the blanks with the step that you think will come next. Now, if you don’t answer or talk on the phone it is OK to skip this exercise. We’ll find a way to review later.

Fill in the blanks with the steps for the following procedure. We give you the first and the last so you don’t go too far.

How to answer the phone at work (phone rings)

1. Pick up the Receiver

2. _______________

3. Wait for person on other person to introduce themselves

4. ___________________

Storyboard page 32 of70 Scene:

Procedure Answer Key

Programmer Notes Program the first answer to respond to anything with HI, Hello, Happy Day, Good Morning, Good Afternoon,

____speaking. How may I help you.

Program second answer to resopns to anything with “I say, I do, I ask, what, can, I, do, for, you, how, may, help

Voice Over

Phone Rings

I say “Hello”

Wait for other person to introduce themselves

I say what can I do for you”

Great job, now let’s take a look at or 4th type of information---process


Process

Programmer NotesPlace Log & Menu—upper left corner What is process zooms in from bottom left

Voice Over Now we get to process. This is a set of detailed tasks. A process has many procedures. But remember, most importantly process is a set of detailed tasks. In this recipe you gather ingredients, gather equipment, prepare the stove, prepare the pans, measure ingredients and follow recipe instructions. All of these make up the baking event.


What is Process?It is a set of detailed tasks. In this recipe you gather ingredients, gather equipment, prepare the stove, prepare the pans, measure ingredients and follow recipe instructions. All of these make up the baking event.


Process defined

Programmer NotesPlace Log & Menu—upper left corner Checkerboard Process

Drop in Lo and then the learner mightNeed to know. Hyperlink Process with page 58 Voice Over Another way to look at process is anything that has “ing” at the end of the word. Baking, skiing, singing, eating, teaching, designing. All are sets of tasks.

Process

A series of events, stages or phases. This may have many procedures in one event or phase. Think “ING”, i.e. baking, sorting, filing, teaching, selling. All are processes.

The learner might need to know

• Who does what, i.e. which department pays claims.

• What the end result looks and tastes like before using a new recipe.

• If there is no salt, what then?, i.e. maybe replace with sugar

• All the stages of preparation

• Stages of conducting needs analyses and/or task analyses, i.e. Interviews, observations, surveys


Process

Programmer NotesPlace Log & Menu—upper left corner hyperlink to task analysis at http://www.angelfire.com/zine2.mkoupal.index.html

Voice Over LO: Some day a few of you might have to design a lesson. You will be given a task analysis and asked to create learning objects. So let’s look at this task analysis and note how it is laid out. The Task is listed at the top. Make browniesThe left column lists the processes—list of tasks to complete. The right column breaks our the procedure for each process. Note that not all are listed but if you want to see a full document you can hyperlink to it.

Process vs. Procedure in a Task Analysis

Sub-Steps (Procedures)1.1 Find Recipe1.2 Place on counter1.3 Read recipe1.4 Follow instructions

2.1Gather equipment listed in recipe2.1.1 2 quart saucepan2.1.2 Large mixing bowls2.1. 3 Mixer . . .

2.2 Gather ingredients 2.2.1 Butter 2.2.2 Chocolate squares . . .

3.1 Pre-heat oven to 325 degrees3.2 Pre-heat one-stovetop burner3.3 Prepare baking pan . . .(5 steps for this prep)

Steps (Process)1. Find Recipe2. Gather Equipment &

Ingredients3. Pre Bake Preparation4. Measure, Melt, Mix Moist

Ingredients5. Complete Pre-Baking

Process6. Bake

Task Analysis—Make LO’s Yummy Brownies


Review 2

Programmer Notes Place Logo & Menu—upper left corner Answer key is page 37.After they have answered all show them the correct answers and then give them their score.

Voice Over

A. Process

C. Procedure

D. Fact

B. Concept

My name is LO

Yummy in my tummy.

Grease the pan, flour the pan, dump excess flour from the pan

Baking

We’ve completed 4 types of information so far. Let’s review

Match the following terms to the best example.

Storyboard page37 of 70

Scene:

Review 2 AK

Programmer Notes Place Logo & Menu—upper left corner

Voice Over

My name is LO

Yummy in my tummy.

Grease the pan, flour the pan, dump excess flour from the pan

Baking

A. Process

C. Procedure

D. Fact

B. Concept

D.

C.

B.

A.


Principle

Programmer NotesPlace Logo & Menu—upper left corner Principle box zooms in from center left

Voice Over Lo: A principle is a rule. The best rule for successful baking is to follow the guidelines in the recipe exactly.


What is Principle?

Follow the guidelines in the recipe exactly.


Principle

Programmer Notes Place Logo & Menu—upper left corner Hyperlink 39 with page 61

Voice Over

Principle

A statement designed to dictate, guide or even require behavior. Rules or guidelines, I.e. “Follow the recipe.”

Use when learner

• Needs to know what must be done

• Needs to know what is so, with the evidence that is presented.

I’ll bet none of you have any trouble with this one. It’s about rules or guidelines. Arlo’s principles of safety has him wear a helmet when he is at the skate park. My rules of safety in the kitchen is to not touch any hot pans without an oven mitt.

As some of my friends say, “It’s the rules, man!”



Voice Over

Make up a rule, guideline or principle you might have for the following situations. (There are no wrong answers & you can type up to 50 characters)

C. Roller blade safely.

B. The stove is on and hot.

D. You are on a diet.

A. Your car has a flat tire on busy road.


Principle AK


Voice Over

C. Roller blade safely.

B. The stove is on and hot.

D. You are on a diet.

A. Your car has a flat tire on busy road.

Pull to the far side of the right shoulder before getting out of the car.

Do not touch hot stove. You can burnyourself.

Always wear a helmet.

No eating brownies


Scene:

System/Structure


What is system box zooms in from bottom right corner

Voice Over Wow, here we are at the 6th type of information. System or structure. You might be asking, what does system have to do with a recipe. But think of a larger system, the kitchen. Sure we might try to make brownies while we are camping, but let’s assume we are going to make brownies in the system called a kitchen. There are cupboards, countertops, appliances, utensils, pans and the ingredients for us to make the brownies all in the system called the kitchen.


What is System?We make brownies in the kitchen where there are cupboards for the ingredients countertops to work on, appliances to use, utensils to mix, pans to bake in and easy to clean floors from which to wipe up our mess.


System/Structure

Programmer Notes Place log & menu bar upper left corner Hyperlink system & Structure with page 63

Voice Over Think of all the systems around you at work. Computers, cubicles and more. They all have boundaries, parts, equipment. Even books are systems with chapters, indexes, glossaries and this course is a system called courseware.

System and or Structure

Anything that has parts and boundaries. The kitchen has parts (countertops, appliances, cupboards) and boundaries (the doorway into the living room).

Describe the system or structure for the learner when they need to know• boundaries to work within• equipment parts• all aspects of a room• introduction, glossary, course objectives, pre-assessments, post- assessments & reviews (a learning unit system)


Review System


Voice Over

List three systems you have at home

1. ______________________

2. ______________________

3. ____________________


Answer Key


Give positive responses to any answer but the list should be set to include any of the parameters given

Voice Over

Entertainment, cooking, heating, cooling,Refrigerator, stove, disposal, laundry, garden,Eco, junk drawer.


Review of all


Voice Over Let’s put it all together. On the next screen . We have highlighted the content in the paragraph that represents each of the information types.

We have sorted the information types for you.. Study this and then take our final review and see how well you can do. We will use the same process for your review.

Let’s put it all together. On the next screen . We have highlighted the content in the paragraph that represents each of the information types.

We have sorted the information types for you.. Study this and then take our final review and see how well you can do. We will use the same process for your review.


Review Prep


Voice Over none

This is one paragraph from a great article on how to make beer.

http://www.realbeer.com/jjpalmer/howtobrew.html


Review Final

Programmer Notes

Place Logo & Menu—upper left corner

Voice Over Now it is your turn. Remember, if you want to review a bit more you can re-read the glossary for another set of examples. You are going to read the paragraph and then on the following screens we will repeat the paragraph and ask you to list the items that fit the six categories of informaton

Now you do it. See if you can pick out any and all information types in this next paragraph. It’s about detailing your car http://www.corral.net/tech/maintenance/detail.html

For at-home cleaning a pressure washer may help but isn’t necessarily needed.A hose will do just fine. If you can’t find a heavy duty degreaser, use keroseneMixed 50/50 with water as a degreaser. With the engine warm (not hot!) apply the kerosene mix to stubborn grease deposits before you wet it down-water will dilute the mix and reduce the cleaning strength. Use a pointy brush to get anyStubborn deposits off the valve covers, etc… You may want to repeat this step aCouple times. Let me add that this kerosene mix can also be used to degrease door jambs, as well as pre-soak for tar & bug removal. Nothing like high speed bug splatter on the front end of that mustang! If you get some degreaser o the paint, rinse immediately.


Final review 1

Programmer Notes Answers are:

50/50Pointy brushDoor jambsMustang

Voice Over


For at-home cleaning a pressure washer may help but isn’t necessarily needed.a hose will do just fine. If you can’t find a heavy duty degreaser, use kerosenemixed 50/50 with water as a degreaser. With the engine warm (not hot!) apply the kerosene mix to stubborn grease deposits before you wet it down-water will dilute the mix and reduce the cleaning strength. Use a pointy brush to get anystubborn deposits off the valve covers, etc… You may want to repeat this step acouple times. Let me add that this kerosene mix can also be used to degrease door jambs, as well as pre-soak for tar & bug removal. Nothing like high speed bug splatter on the front end of that mustang! If you get some degreaser on the paint, rinse immediately.

Find the Facts—List at three

List Facts here:

_________ __________ _____________


Final Review 2

Programmer Notes Place log& menu in upper left corner

Answers True 1, 2, 4False, 3 Crate boxes for them to make T & F in front of each question.Give them number right at end of section and have Arlo pop up with a BOOYA!

Voice Over


For at-home cleaning a pressure washer may help but isn’t necessarily needed.a hose will do just fine. If you can’t find a heavy duty degreaser, use kerosenemixed 50/50 with water as a degreaser. With the engine warm (not hot!) apply the kerosene mix to stubborn grease deposits before you wet it down-water will dilute the mix and reduce the cleaning strength. Use a pointy brush to get anystubborn deposits off the valve covers, etc… You may want to repeat this step acouple times. Let me add that this kerosene mix can also be used to degrease door jambs, as well as pre-soak for tar & bug removal. Nothing like high speed bug splatter on the front end of that mustang! If you get some degreaser on the paint, rinse immediately.

We have listed some concepts . If you agree answer Tree, If you disagree with us answer False

1. Stubborn Deposits

2. High speed bug splatter

3. Degreaser

4. Warm


Final review 3

Programmer Notes Answer: procedure

Voice Over


This is an example of ?


Final Review 4

Programmer Notes Answer Key: tile much have an “ING” in one word.

Car detailingCar cleaningAuto de-greasing etc.

Voice Over

Place Logo & Menu—upper left corner For at-home cleaning a pressure washer may help but isn’t necessarily needed.A hose will do just fine. If you can’t find a heavy duty degreaser, use keroseneMixed 50/50 with water as a degreaser. With the engine warm (not hot!) apply the kerosene mix to stubborn grease deposits before you wet it down-water will dilute the mix and reduce the cleaning strength. Use a pointy brush to get anyStubborn deposits off the valve covers, etc… You may want to repeat this step aCouple times. Let me add that this kerosene mix can also be used to degrease door jambs, as well as pre-soak for tar & bug removal. Nothing like high speed bug splatter on the front end of that mustang! If you get some degreaser o the paint, rinse immediately.

Create a title for this paragraph that describes the process.

none


Final review 5

Programmer Notes Answers are pressure washer, hose, mustang

Voice Over


For at-home cleaning a pressure washer may help but isn’t necessarily needed.A hose will do just fine. If you can’t find a heavy duty degreaser, use keroseneMixed 50/50 with water as a degreaser. With the engine warm (not hot!) apply the kerosene mix to stubborn grease deposits before you wet it down-water will dilute the mix and reduce the cleaning strength. Use a pointy brush to get anyStubborn deposits off the valve covers, etc… You may want to repeat this step aCouple times. Let me add that this kerosene mix can also be used to degrease door jambs, as well as pre-soak for tar & bug removal. Nothing like high speed bug splatter on the front end of that mustang! If you get some degreaser o the paint, rinse immediately.

Circle one or more that represent a system that is mentioned in the paragraph below

Pressure washer Hose

Mustang Grease deposits


Final review 6

Programmer Notes Answer:

With the engine warm, not hotWater will dilute the mixIf you get degreaser on the paint rinse immediately.

Voice Over

Place Logo & Menu—upper left cornerFor at-home cleaning a pressure washer may help but isn’t necessarily needed.a hose will do just fine. If you can’t find a heavy duty degreaser, use kerosenemixed 50/50 with water as a degreaser. With the engine warm (not hot!) apply the kerosene mix to stubborn grease deposits before you wet it down-water will dilute the mix and reduce the cleaning strength. Use a pointy brush to get anystubborn deposits off the valve covers, etc… You may want to repeat this step acouple times. Let me add that this kerosene mix can also be used to degrease door jambs, as well as pre-soak for tar & bug removal. Nothing like high speed bug splatter on the front end of that mustang! If you get some degreaser on the paint, rinse immediately.

List two principles mentioned in this pargraph.


Congratulations

Programmer Notes Answers for each question are listed in separate box. The ones that they got right are highlighted for their review. The score will be scored at the bottom Voice Over


You rock and roll! Your results are listed below

1. Fact

2. Concept

3. Process

4. Procedure

5. System

6. Principle

Answers

Congratulations


Glossary Menu Page

Programmer Notes Place Logo & Menu—upper left cornerProgrammer Notes

Link each of these words to their appropriate page Place Logo & Menu—upper left cornerConcept (62)Fact (59)Procedure (60)Process (58)Principle (61)System 63

Voice Over

Each of these words are also hyperlinked in

your course so you can skate through

with ease.

ConceptFactLearning ObjectReuseable Learning ObjectPrincipleProcessProcedureStepStructure/SystemsSub-StepTask Analysis


Glossary


Voice Over

Process: “a series of events, stages or phases”5

For Example: i.e. Arlo puts on skates, stands up, picks up right foot, places it forward of left foot while leaning forward, as right skate starts to roll Arlo picks up left skate….

•Learner needs to know who/what does what•Learner needs to know where process is staged within a process•Learner needs to know

-- context of complex operation

-- set of detailed tasks•Learner needs to know how parts of the big picture

-- fit into the system

-- operate in the system•Learner needs to know what happens in

-- if/then situations

-- either /or situations

•Learner needs to know who/what does what•Learner needs to know where process is staged within a process•Learner needs to know

-- context of complex operation

-- set of detailed tasks•Learner needs to know how parts of the big picture

-- fit into the system

-- operate in the system•Learner needs to know what happens in

-- if/then situations

-- either /or situations

5Developing Usable Content and Documentation, Information Mapping. (2001). Version 1.1.p 2-21Waltham, MA:Information Mapping Inc.


Glossary Fact: “A statement assumed to be true.” 2

For instance, Arlo’s name; his birth date of May 31, 2003; his place of birth, Colorado Springs, Colorado.


Skatboard zooms in from right

Voice Over

•Learner needs to know the outcome of activities, i.e. Arlo uses his roller blades 50% more often than his skateboard.

•Learner needs to know the date, time or place.

•Learner needs to know something specific, i.e. the grinding rail is 4 foot long.

•Learner needs to know an observation, i.e. the skate ramps are icy today• 2 Developing Usable Content and Documentation, Information Mapping. (2001). Version 1.1.p 2-27 Waltham, MA:Information Mapping Inc.


Glossary


Arlo Spirals

Voice Over

Procedure:

“a set of steps/decisions performed in order to accomplish a task.”4

Do I really have

to untie my shoes? AND

put them in the closet? UGH!

Example: 1. Untie shoe laces

2. Remove each shoe, one at a time

3. Place shoes in closet

4. Take skates from closet

4Developing Usable Content and Documentation, Information Mapping. (2001). Version 1.1.p 2-23. Waltham, MA:Information Mapping Inc.

Storyboard page 61 of

Scene:

Glossary


Voice Over

Principle:

“a statement designed to dictate, guide, or require behavior, presents (sic) laws of the universe.” 3

• Learner needs to know what must be done.• Learner needs to know what is so with the evidence that is

presented.

3Developing Usable Content and Documentation, Information Mapping. (2001). Version 1.1.p 2-19 Waltham, MA:Information Mapping Inc.

OUCH! Rules of blading say “skate on icy walk, fall

down, go boom.”

OUCH! Rules of blading say “skate on icy walk, fall

down, go boom.”

Storyboard page 62 of Scene:

Glossary


Voice Over

Concept: “abstract of generic idea used to define a class or group, that shares a unique combination of critical attributes.”1

It is important to know how to skate safely.

Buckle your boots and wear your helmet.

•Learner needs to understand idea or relationship; read Arlo’s comments

•Learner needs to understand a new term, i.e. courseware.

•Learner needs to understand abstracts and/or conditions, i.e. Gliding

on your skates after pushing off each foot.

1 Developing Usable Content and Documentation, Information Mapping. (2001). Version 1.1.p 2-25

Waltham, MA:Information Mapping Inc.


Glossary


Light bulb appears after the call outCall out is checkerboarded

Voice Over

I get it. Some of the parts on my skates are the wheels, buckles and the casing. And, the skate park, with rails and ramps, is a system.

System or Structure: “Anything that has parts & boundaries”6

6Developing Usable Content and Documentation, Information Mapping. (2001). Version 1.1.p 2- 26 Waltham, MA:Information Mapping Inc.


Image Assets 1

Programmer Notes

Voice Over

Brownie

Lo with Chef Hat Lo with Hat & Spoon

OvenLo without Hat


Assets 2

Programmer Notes

Voice Over

MenuMenu

GlossaryGlossary

ExitExit

skateboard

Arlo with helmet

Arlo HeadArlo upside down & trampoline

Storyboard page65 of 70 Scene:

Image Assets 3

Programmer Notes

Voice Over

Arlo on blades no helmetArlo on blades upside down

Back Navigation Roller Blade Forward Navigation Roller Blade


Image Assets 4

Programmer Notes

Voice Over

Colored disk for floor mat

Re-cycle icon

MMK Productions 20003 logo


Sound Assets

Programmer Notes

Voice Over

Title page & Introduction to Course music

Storyboard page 68 of 70 Scene: Menu Bar

Programmer Notes This is the standard menu bar for all pages, with logo on top.

Use these arrows through out the lessons for back and forward and document buttons

Use Roller blades left & right for glossary.

Voice Over

WelcomeWelcome

GlossaryGlossary

ExitExit

NavigationNavigation

ObjectivesObjectives

Storyboard page69 of 70 Scene:

References

Programmer Notes

Voice Over

MenuMenu

GlossaryGlossary

ExitExit

Notes from CCMC Training Department Design Team Meeting held.May 15, 2003 with Nigel Bright, Training Manager presiding.

Developing Usable Content and Documentation, Information Mapping. (2001). Version 1.1. Waltham, MA:Information Mapping Inc.

Lee, William & Owens, Diana. (2000). Multi-media Based Instructional Design. San Francisco:Jossey-Bass.

Pearson Education Compilation. (2003) Courseware authoring. Section 2. Boston: Pearson Custom Publishing.


Credits

Programmer Notes Zoom Arlo & tramp in from the top left

Zoom LO in from the bottom left

Voice Over Music is representative of the energy Arlo & Lo bring to anything they do. If designer has a better suggestion use it.

Arlo’s roller blading and cheeky manner were inspired by my 12 year old son Nate. Nate loves to read the comics and laugh out loud as well as roller blade. He brings joy to our household.

LO’s pragmatism, precision and sense of playfulness are qualities that Nate demonstrates occasionally. He eats brownies too. lol

Hey LO, look how high I can

go!

Cool beans! When you are done jumping I have your favorite Brownies ready!

Scene: Title Page Programmer Notes This is the Title Page. From here the learner moves to the Welcome & Introduction. The Color Pallette to be used for.

Documents

storyboard page

objectives page

information types

useable information

title page programmer

bytes of information

quality information

corner screen