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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.

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Presentation on theme: "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."— Presentation transcript:

1 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 process Welcome links to screen 2 Glossary links to first page of glossary Navigation links to screen 5 Objectives page 3 Voice Ove r/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 Basics Welcome Glossary Exit Navigation Objectives

2 Storyboard page 2 of 70 Scene: Introduction Programmer Notes Place Log & Menu—upper left corner Screen appears. Voice Ove r Welcome & Introduction to Course In today’s world of corporate training, the training design and development teams 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.

3 Storyboard page 3 of 70 Scene: Course Objectives Programmer Notes Place Log & Menu—upper left corner Voice Ove r 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

4 Storyboard page 4 of 70 Scene: Tell us about you Programmer Notes Place 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 Ove r 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.

5 Storyboard page 5 of 70 Scene: Navigation Programmer Notes Place Log & Menu—upper left corner This box is a read only box. It is static, no movement. Voice Ove r: 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 keyboard Use 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 Course 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 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 keyboard Use 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.

6 Storyboard page 6 of 70 Scene: Is this course for me? Programmer Notes Place 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 Ove r 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..

7 Storyboard page 7 of 70 Scene: Invitation Programmer Notes Place 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 Ove r: 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 here HI

8 Storyboard page 8 of 70 Scene: Meet Your Guides Programmer Notes Place 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 Ove r: 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.

9 Storyboard page 9 of 70 Scene: Guess Name Programmer Notes Place 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 Ove r 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. ObjectR.L. Object 2.ArloArlo 3.RelobRelob 4.Recycle LobjectRecycle Lobject Click on your best guess… 1.R.L. ObjectR.L. Object 2.ArloArlo 3.RelobRelob 4.Recycle LobjectRecycle Lobject I Am Your Glossary Guide!

10 Storyboard page 10 of 70 Scene: Arlo Oops Programmer Notes Place 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 Ove r: 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…

11 Storyboard page 11 of 70 Scene: Guess Guide Answer Programmer Notes Place Log & Menu—upper left corner Arlo zooms in from the bottom left Call out information is to come in in strips, left & down. Voice Ove r 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

12 Storyboard page 12 of 70 Scene: Pre-Assessment Programmer Notes Place Log & Menu—upper left corner Drag & 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 Ove r 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 know now 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.

13 Storyboard page 13 of 70 Scene: PA Answer Key Programmer Notes Place Log & Menu—upper left corner Pop up boxes for screen 12 Answer key to create drop & drag results Voice Ove r 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!

14 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 Ove r Information Types

15 Storyboard page 15 of 70 Scene: Example of Information Programmer Notes Place Log & Menu—upper left corner Box at the end fills from the answer to question 2 on page 4. Voice Ove r 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

16 Storyboard page 16 of 70 Scene: Brownie Recipe Programmer Notes Place 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 Ove r: 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 margarine 4 oz unsweetened chocolate 2 c sugar 4 eggs 1 C all purpose flour 2 tsp vanilla 1 tsp baking powder 1 cup chopped walnuts 1 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 This is my favorite recipe for brownies.

17 Storyboard page 17 of 70 Scene: 6 Information Types Programmer Notes Place 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 Ove r 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

18 Storyboard page 18 of 70 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 Notes Place 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 19 Fact—page-23 Procedure page-29 Process page--33 Principle—page38 System—page 42 Voice Ove r 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.

19 Storyboard page 19 of 70 Scene: Concept from Recipe Programmer Notes Place Logo & Menu—upper left corner ”What is the Concept” box drops in from upper right corner immediately after screen opens Voice Ove r 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 margarine 4 oz unsweetened chocolate 2 c sugar 4 eggs 1 C all purpose flour 2 tsp vanilla 1 tsp baking powder 1 cup chopped walnuts 1 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. 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

20 Storyboard page 20 of 70 Scene: Concept Defined Programmer Notes Place 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

21 Storyboard page 21 of 70 Scene: Concept review Programmer Notes Place Logo & Menu—upper left corner Use 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 22 Positive answers are Way to go. You Da Bomb! Alright Outstanding! Booya! Good On Ya Mate! Groovy Phat Voice Ove r 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

22 Storyboard page 22 of 70 Scene: Concept Answer Key Programmer Notes Place Logo & Menu—upper left corner Voice Ove r 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

23 Storyboard page 23 of 70 Scene: Fact & Recipe Programmer Notes Place Log & Menu—upper left corner What is a fact drops in from upper right corner immediately after the screen opens Voice Ove r: 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. LO’s Yummy Brownies 1 c butter or margarine 4 oz unsweetened chocolate 2 c sugar 4 eggs 1 C all purpose flour 2 tsp vanilla 1 tsp baking powder 1 cup chopped walnuts 1 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. What is the Fact? 1 cup of butter or 1 cups of sugar Each of these are something specific, therefore factual.

24 Storyboard page 24 of 70 Scene: Programmer Notes Place Log & Menu—upper left corner Hyperlink fact with page 59 Voice Ove r 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 Defined Fact 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

25 Storyboard page 25 of 70 Scene: Fact Review Programmer Notes Place Log & Menu—upper left corner 1 st 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 Ove r 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 degrees Fahrenheit is a temperature reading. 4. Your are answering this question on January 1, When an oven is on it is hot.

26 Storyboard page 26 of 70 Scene: Fact Answer Key Programmer Notes Place Log & Menu—upper left corner Voice Ove r 1. My name is _______________ 2. This is a picture of a roller blade degrees Fahrenheit is a temperature reading. 4. Your are answering this question on January 1, When an oven is on it is hot. T F T F T

27 Storyboard page 27 of 70 Scene: 2 Definitions Complete Programmer Notes Place 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 Ove r 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.

28 Storyboard page 28 of 70 Scene: Procedure Programmer Notes Place Log & Menu—upper left corner Voice Ove r LO’s Yummy Brownies 1 c butter or margarine 4 oz unsweetened chocolate 2 c sugar 4 eggs 1 C all purpose flour 2 tsp vanilla 1 tsp baking powder 1 cup chopped walnuts 1 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. 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 add Sugar, 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.

29 Storyboard page 29 of 70 Scene: Procedure Defined Programmer Notes Place Log & Menu—upper left corner Drop in Prepare baking pan before Lo reads this Hyperlink Procedure with page 60 Voice Ove r 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 analysis It lists the steps for preparing the baking pan for the brownie batter. 3. Prepare baking pan 3.1 Grease lightly bottom and sides 1 ½ tsp Crisco 3.2 Measure1/8 cup of flour 3.3 Pour flour into greased baking pan 3.4 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

30 Storyboard page 30 of 70 Scene: Procedure Programmer Notes Place Log & Menu—upper left corner Have Procedure box appear Followed by Add How to Pay a bill Then How to Prepare bill for the mail Voice Ove r 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 envelope 2.Address the envelope 3.Find a stamp 4.Glue stamp to envelope 5.Insert check in envelope 6.Insert copy of bill in envelope 7.Lick envelope to seal How to pay a bill 1. Open the bill 2. Read the bill 3. Verify the balance due 4. Find your check book 5. Find a pen 6. 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.

31 Storyboard page 31 of 70 Scene: Procedure Review Programmer Notes Place Log & Menu—upper left corner Answer Key on page 30 First box drops in, Lo speaks and then the review drops in Insert sound of phone ringing just before review box drops in Voice Ove r 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.___________________

32 Storyboard page 32 of 70 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 Ove r 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 4 th type of information--- process

33 Storyboard page 33 of 70 Scene: Process Programmer Notes Place Log & Menu—upper left corner What is process zooms in from bottom left Voice Ove r 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. LO’s Yummy Brownies 1 c butter or margarine 4 oz unsweetened chocolate 2 c sugar 4 eggs 1 C all purpose flour 2 tsp vanilla 1 tsp baking powder 1 cup chopped walnuts 1 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. 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.

34 Storyboard page 34 of 70 Scene: Process defined Programmer Notes Place Log & Menu—upper left corner Checkerboard Process Drop in Lo and then the learner might Need to know. Hyperlink Process with page 58 Voice Ove r 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

35 Storyboard page 35 of 70 Scene: Process Programmer Notes Place Log & Menu—upper left corner hyperlink to task analysis at upal.index.html Voice Ove r 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 brownies The 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 Recipe 1.2 Place on counter 1.3 Read recipe 1.4 Follow instructions 2.1Gather equipment listed in recipe quart saucepan Large mixing bowls Mixer Gather ingredients Butter Chocolate squares Pre-heat oven to 325 degrees 3.2 Pre-heat one-stovetop burner 3.3 Prepare baking pan...(5 steps for this prep) Steps (Process) 1.Find Recipe 2.Gather Equipment & Ingredients 3.Pre Bake Preparation 4.Measure, Melt, Mix Moist Ingredients 5.Complete Pre-Baking Process 6.Bake Task Analysis—Make LO’s Yummy Brownies

36 Storyboard page 36 of 70 Scene: 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 Ove r 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.

37 Storyboard page37 of 70 Scene: Review 2 AK Programmer Notes Place Logo & Menu—upper left corner Voice Ove r 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.

38 Storyboard page 38 of 70 Scene: Principle Programmer Notes Place Logo & Menu—upper left corner Principle box zooms in from center left Voice Ove r Lo: A principle is a rule. The best rule for successful baking is to follow the guidelines in the recipe exactly. LO’s Yummy Brownies 1 c butter or margarine 4 oz unsweetened chocolate 2 c sugar 4 eggs 1 C all purpose flour 2 tsp vanilla 1 tsp baking powder 1 cup chopped walnuts 1 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. What is Principle? Follow the guidelines in the recipe exactly.

39 Storyboard page 39 of 70 Scene: Principle Programmer Notes Place Logo & Menu—upper left corner Hyperlink 39 with page 61 Voice Ove r 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!”

40 Storyboard page 40 of 70 Programmer Notes Place Logo & Menu—upper left corner Voice Ove r 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.

41 Storyboard page 41 of 70 Scene: Principle AK Programmer Notes Place Logo & Menu—upper left corner Voice Ove r 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 burn yourself. Always wear a helmet. No eating brownies

42 Storyboard page 42 of 70 Scene: System/Structure Programmer Notes Place Logo & Menu—upper left corner What is system box zooms in from bottom right corner Voice Ove r Wow, here we are at the 6 th 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. LO’s Yummy Brownies 1 c butter or margarine 4 oz unsweetened chocolate 2 c sugar 4 eggs 1 C all purpose flour 2 tsp vanilla 1 tsp baking powder 1 cup chopped walnuts 1 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. 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.

43 Storyboard page 43 of 70 Scene: System/Structure Programmer Notes Place log & menu bar upper left corner Hyperlink system & Structure with page 63 Voice Ove r 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)

44 Storyboard page 44 of 70 Scene: Review System Programmer Notes Place Logo & Menu—upper left corner Voice Ove r List three systems you have at home 1. ______________________ 2. ______________________ 3. ____________________

45 Storyboard page 45 of 70 Scene: Answer Key Programmer Notes Place Logo & Menu—upper left corner Give positive responses to any answer but the list should be set to include any of the parameters given Voice Ove r Entertainment, cooking, heating, cooling, Refrigerator, stove, disposal, laundry, garden, Eco, junk drawer.

46 Storyboard page 46 of 70 Scene: Review of all Programmer Notes Place Logo & Menu—upper left corner 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.

47 Storyboard page 47 of 70 Scene: Review Prep Programmer Notes Place Logo & Menu—upper left corner Voice Ove r none This is one paragraph from a great article on how to make beer.

48 Storyboard page 48 of 70 Scene: Review Final Programmer Notes Place Logo & Menu—upper left corner Voice Ove r 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 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 kerosene Mixed 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 any Stubborn deposits off the valve covers, etc… You may want to repeat this step a Couple 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.

49 Storyboard page 49 of 70 Scene: Final review 1 Programmer Notes Answers are: 50/50 Pointy brush Door jambs Mustang Voice Ove r 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 kerosene mixed 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 any stubborn deposits off the valve covers, etc… You may want to repeat this step a couple 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: _________ __________ _____________

50 Storyboard page 50 of 70 Scene: Final Review 2 Programmer Notes Place log& menu in upper left corner Answers True 1, 2, 4 False, 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 Ove r 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 kerosene mixed 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 any stubborn deposits off the valve covers, etc… You may want to repeat this step a couple 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

51 Storyboard page 51 of 70 Scene: Final review 3 Programmer Notes Answer: procedure Voice Ove r Place Logo & Menu—upper left corner This is an example of ?

52 Storyboard page 52 of 70 Scene: Final Review 4 Programmer Notes Answer Key: tile much have an “ING” in one word. Car detailing Car cleaning Auto de-greasing etc. Voice Ove r 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 kerosene Mixed 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 any Stubborn deposits off the valve covers, etc… You may want to repeat this step a Couple 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

53 Storyboard page 53 of 70 Scene: Final review 5 Programmer Notes Answers are pressure washer, hose, mustang Voice Ove r 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 kerosene Mixed 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 any Stubborn deposits off the valve covers, etc… You may want to repeat this step a Couple 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

54 Storyboard page 54 of 70 Scene: Final review 6 Programmer Notes Answer: With the engine warm, not hot Water will dilute the mix If you get degreaser on the paint rinse immediately. Voice Ove r 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 kerosene mixed 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 any stubborn deposits off the valve covers, etc… You may want to repeat this step a couple 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.

55 Storyboard page 55 of 70 Scene: 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 Ove r Place Logo & Menu—upper left corner You rock and roll! Your results are listed below 1.Fact 2.Concept 3.Process 4.Procedure 5.System 6.Principle Answers Congratulations

56 Storyboard page 57 of 70 Scene: Glossary Menu Page Programmer Notes Place Logo & Menu—upper left corner Programmer Notes Link each of these words to their appropriate page Place Logo & Menu—upper left corner Concept (62) Fact (59) Procedure (60) Process (58) Principle (61) System 63 Voice Ove r Each of these words are also hyperlinked in your course so you can skate through with ease. Concept Fact Learning Object Reuseable Learning Object Principle Process Procedure Step Structure/Systems Sub-Step Task Analysis

57 Storyboard page 58 of 70 Scene: Glossary Programmer Notes Place Logo & Menu—upper left corner Voice Ove r 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 5 Developing Usable Content and Documentation, Information Mapping. (2001). Version 1.1.p 2-21 Waltham, MA:Information Mapping Inc.

58 Storyboard page 59 of 70 Scene: 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. Programmer Notes Place Logo & Menu—upper left corner Skatboard zooms in from right Voice Ove r 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.

59 Storyboard page 60 of 61 Scene: Glossary Programmer Notes Place Logo & Menu—upper left corner Arlo Spirals Voice Ove r 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 4 Developing Usable Content and Documentation, Information Mapping. (2001). Version 1.1.p Waltham, MA:Information Mapping Inc.

60 Storyboard page 61 of Scene: Glossary Programmer Notes Place Logo & Menu—upper left corner Voice Ove r 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. 3 Developing 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.”

61 Storyboard page 62 of Scene: Glossary Programmer Notes Place Logo & Menu—upper left corner Voice Ove r 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.

62 Storyboard page 63 of 70 Scene: Glossary Programmer Notes Place Logo & Menu—upper left corner Light bulb appears after the call out Call out is checkerboarded Voice Ove r 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 6 Developing Usable Content and Documentation, Information Mapping. (2001). Version 1.1.p Waltham, MA:Information Mapping Inc.

63 Storyboard page 63 of 70 Scene: Image Assets 1 Programmer Notes Voice Ove r Brownie Lo with Chef Hat Lo with Hat & Spoon Oven Lo without Hat

64 Storyboard page 64 of 70 Scene: Assets 2 Programmer Notes Voice Ove r MenuGlossaryExit skateboard Arlo with helmet Arlo Head Arlo upside down & trampoline

65 Storyboard page65 of 70 Scene: Image Assets 3 Programmer Notes Voice Ove r Arlo on blades no helmet Arlo on blades upside down Back Navigation Roller Blade Forward Navigation Roller Blade

66 Storyboard page 66 of 70 Scene: Image Assets 4 Programmer Notes Voice Ove r Colored disk for floor mat Re-cycle icon MMK Productions logo

67 Storyboard page 67 of 70 Scene: Sound Assets Programmer Notes Voice Ove r Title page & Introduction to Course music

68 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 Ove r Welcome Glossary Exit Navigation Objectives

69 Storyboard page69 of 70 Scene: References Programmer Notes Voice Ove r MenuGlossaryExit 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.

70 Storyboard page 70 of 70 Scene: Credits Programmer Notes Zoom Arlo & tramp in from the top left Zoom LO in from the bottom left Voice Ove r 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!


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