University of Arizona
Learning Technologies Center June 28, 2004
2004 NLII Summer Focus Session
Project Parlor

MOATS Interface Options Feedback “Screen”:

The following is not an attempt to create an interface design. What follows are some of the elements that are to be a part of the interface manipulables for MOATS. What is still needed are the instructions for using the manipulables. These elements and the Evaluation Form work together to assist in completing the design of the instrument. There are 3 different evaluation forms, depending on the role perspective of the user. We are happy to receive feedback. If you wish to participate, please look over the 3 Evaluation Forms, consider your perspective, and the following "screen elements". Then email your answer-comments to one or both of the following Learning Technologies Development Team

Jean Kreis, jkreis@educause.edu or Wayne Brent,wbrent@u.arizona.edu.

Learner Role

Listener

Writer

Independent- researcher

Laboratory researcher

Team member

Researcher

Case-Study Worker

Apprentice

Context Explorer

Speaker

Builder

You may choose a Learner Role to narrow the activities to resolve your instructional request. The corresponding Instructional Roles

Type your instructional request below. Some possible cues are:

What is your instructional objective?

How does the student need to learn?

What instructional problem do you wish to resolve?

_________________________________

___________________________________

will appear.

Instructor Role

Lecturer

Reviewer

Guide

Scientist

Consultant

Scholar

Resource

Expert

Environment Designer

Speaker

Architect+

Or, you may choose an Instructor Role to narrow your instructional strategy options.

You may select a statement that describes the Project Need

1. A learning environment should fully immerse students in an educational experience. Brain-Based

2. Materials that invite student exploration encourage the creation of good student questioning. Anchored Instruction

3. Instructional materials shouldn't oversimplify content, but should build contextually-dependent cues. Cognitive-Flexibilty Theory

4. Many examples and much feedback will assist a student in stating a definition of a concept. Component Display Theory

5. Provide unifying theme & structure instructional materials to a particular pattern. Schema Theory

Select any of these attributes will refine the result from above.

Defaults are highlighted in purple

Class & Group Structures

Scope & Time

Select one of each

Project Resource Learning Object Lesson Unit/Module Course Curriculum

Prep Time < 1 week 1 wk – 1 mo 1 mo – 2 mo 2 mo – 1 sem Ø 1 sem or think of a slide bar

Course & Group Structure

Select all that apply

# Classes involved 1 class multiple classes UA Non UA Teacher/class

# People/class 1 <25 25 – 50 50 – 100 100 – 300 >300

Group size Face-to-Face Distance Hybrid (f2f & distance)

Resources Available to Instructor

Select all that apply

People Self Co-Instructor Co-Instructor (s) TA/RA TA/RA (s) Preceptor Preceptor(s) LTC technician Tutor Admin Aid

Material Instructor-provided Laboratory Research Librarian-aided Open-Ended Multi-media

Technology Hardware Computer/student/class ELMO VCR Computer/student/home DVD SURVEY-VOTE Software CMS Listserv Web Homesite CBT Discussion Board Electronic Survey