Adult Education

According to Malcolm Knowles’ principle of Andragogy, adult education is very different from education for children and adolescents. Adults education builds upon knowledge which has already been acquired. In addition, adults engage in education for very specific reasons, prefer to be in control of their learning experience and need to understand how the concepts being learned are relevant to their needs in real life. Generally speaking, adults are more interested in education that serves an immediate purpose in their life. For example, acquiring new skills or enhancing existing skills to remain competitive in the workforce.

Daniel Schugurensky, from the Department of Adult Education and Counselling Psychologyat the Ontario Institute for Studies in Education of the University of Toronto (OISE/UT), provides some detailed information about Adult Education. His website provides literature answering a variety of questions on the topics including:

• Adult education philosophies and theories
• Difference between adult education and child education
• Advantages and disadvantages of online learning
• Community development
• Anti-racist education
• Feminist education
• Critical thinking
• Andragogy

In his website, Daniel explains that adult education takes place in the following ways:

• Formal Education – specific curriculum with clearly defined learning objectives
• Non-formal Education – organized activities outside of the formal educational system
• Informal Education – conscious learning that takes place in daily life
• Incidental Education – unconscious learning that takes place in daily life

Daniel also explains that adult education occurs in the following categories:

Teacher Oriented

• Lecture
• Questionning

Interactive Techniques

• Discussion Group
• Case Study
• Group Work
• Field Work
• Cooperative Learning
• Role Playing
• Simulations and Games

Independent Techniques

• Modularized instruction
• Independent learning packages
• Self-directed learning techniques

Source: http://fcis.oise.utoronto.ca/~daniel_schugurensky/faqs/qaindex.html

The following website, Encyclopedia of Canadian Adult Education, provides a variety of literature and resources on the topic of Adult Education

http://www.ufv.ca/aded/encyclopedia/index.htm

The Future of eLearning

With technological advancements and lifestyle changes, Distance Education is not only becoming more appealing but also a more viable method of teaching and learning.

Distance Education refers to teaching that is conducted outside of a traditional classroom setting. Generally speaking, distance learning follows one of two methods: the correspondence course or the online course.

Using correspondence courses, students receive hardcopies of the material and submit course work via the regular mail system. With online courses, communication between the student, instructor and other students takes place via the Internal.

The following technologies are used to support online learning:

• Learning Management Systems (i.e. Blackboard, eCollege)
• Word Documents/electronic files (i.e. Word docs, PDFs)
• Streaming audio and video
• Podcasts
• Online resources (websites, textbooks)

In order for Distance Learning to be successful, it must offer the following:

• Time flexibility
• Cost effective
• Overcome geographic barriers
• Learner centered
• Reliable technology
• Adaptable
• Relevant content and material
  

According to www.elearners.com, organizations that offer Distance Learning need to take the following issues into consideration:

• Realize what market and demographic groups they serve
• Be responsive to adult learner needs
• Prove their value to adult learners, such as quality, relevance in material, convenience, etc.
• Take direction from business organizations, and in response, anticipate and adapt to their needs
• Streamline the instruction process
• Look for partnerships with other complementary organizations
• Find creative ways to certify learning credentials
• Be prepared to compete globally with a variety of learning providers \Stay abreast of relevant issues in education
• Understand that the paradigm of thinking in education has changed over the last fifty years and will continue to change in the future

Source: http://www.elearners.com/resources/elearning-faq7.asp

To read a comparison of the Pros and Cons of Online Learning, view the following web site
http://www.elearners.com/resources/elearning-faq5.asp

Instructional Design Life Cycle

There are many Instruction Design Models used to develop instructional material and facilitate online learning. One of those models is known as the ADDIE Model.

This stands for:

• Analyze – the high level overview of what you intend to accomplish
• Design – breakdown the information into logically organized model
• Develop – building and development of the actual material and product
• Implement – presentation of the material and testing
• Evaluation – maintain enhancements and updates to the existing material

This model is very similar to the classic “Waterfall Method” of the Software Development Life Cycle (also known as the Systems Development Life Cycle). In the “Waterfall Method”, each step in the process must be completed prior to moving forward into the step of the process. At the end of each step, a review takes place to determine if the project is heading in the right direction or if adjustments need to be made for the success of the final outcome.

Source: http://codebetter.com/blogs/raymond.lewallen/archive/2005/07/13/129114.aspx


For more information on the Software / Systems Development Life Cycle, visit the following websites:

http://en.wikipedia.org/wiki/Software_development_process

http://en.wikipedia.org/wiki/Systems_Development_Life_Cycle

Instructional Design for eLearning

eLearning is type of education where the medium of instruction is computer technology, and in most cases there is no direct person contact in the learning process.

What is instructional design?

Instructional Design is the systematic process of translating general principles of learning and instruction into plans for instructional materials and learning.

What are the roots of instructional design?

• Industrial efficiency movement
• Educational training
• Military training
• Cybernetics
• Psychology

Why isn’t instructional design used in higher education?

• Tradition
• Perceptions of academic freedom
• Lack of training in how to teach
• Emphasis on research
• Heavy class loads
• Dependence upon part-time instructors

How does an ID approach differ from the traditional approach?

• Rigorous analysis
• Tailored to a specific audience
• Specific learning objectives
• Variety of delivery methods
• Dependence upon evaluations

What are the steps in Instructional Design?

• Analyze
• Design
• Develop
• Implement
• Evaluation

What are the advantages of using an instructional design approach?

• It’s formal
• It’s proven
• It’s fair
• It’s modular
• It’s portable
• It provides data for evaluation

What’s a systems approach?

• Standardized methodology
• Multiple components
• Interactive components
• Incremental improvements

Source: http://www.cogsim.com/idea/idea/isd.htm

GUI - Graphical User Interface

When taking Instructional Design into consideration, the GUI Design – Graphical User Interface – is one of the most important aspects to consider.

Not only is it important to know the user and how they are going to use the interface, a successful GUI has the following:

• User control
• Intuitiveness
• Quick reponse rate
• Clarity
• Consistency
• Clear paths
• Keyboard shortcuts
• Appropriate controls and tools
• Logical content organization

For more information on GUI Design, visit the following website:

http://www.useit.com/papers/heuristic/heuristic_list.html

For more information on Instructional Design, visit the following websites:

http://www.instructionaldesign.org/

http://www.usask.ca/education/coursework/802papers/mergel/brenda.htm

Gestaut Principles and Web Design

Having a degree in psychology, I found this part of the course very interesting due to my familiarity with and interest in human perception.

Gestalt Theory is based on the following principles:

1. The Law of Proximity states that when we perceive a collection of objects, we will see objects close to each other as forming a group.
2. The Law of Similarity captures the idea that elements will be grouped perceptually if they are similar to each other.
3. The Law of Pragnanz that captures the idea that in perceiving a visual field, some objects take a prominent role (the figures) while others recede into the background (the ground). The visual field is thus divided into these two basic parts – figure and ground.
4. The Law of Symmetry captures the idea that when we perceive objects we tend to perceive them as symmetrical shapes that form around their centre.
5. The Law of Closure states that we perceptually close up, or complete, objects that are not, in fact, complete.

Source: http://www.interaction-design.org/encyclopedia/gestalt_principles_of_form_perception.html


In doing some internet research on Gestalt Principles of Web Design, I came across a site worth noting. It is made available from the University of Saskatchewan and provides plenty of information with illustrated demonstrations for the following:

Classic Design Theory

• line
• shape
• space
• texture
• value
• colour
• movement
• emphasis
• balance
• unity

Gestalt Principles of Perception

• How we perceive things in our environment

Human-Computer Interface Design

• Principles to be considered in the interface between people and computers

Source: http://www.usask.ca/education/coursework/skaalid/theory/theory.htm

Web Writing is different from Book Writing

Writing for the Web

Being a Technical Writer, I have learned valuable lessons in taking complex information and turning it into something that the reader can actually use. One of the most important things I keep in mind when I write anything, especially something that is going to be read on a computer screen, is to keep it short and GET TO THE POINT.

From my experience as a computer user and as a writer of information used on the internet, I have discovered that people would rather use a mouse-click action to read short bits of well-written information instead of scrolling through lots of text on a single page to find the information they need.

Another VERY important technique when writing for the web is "chunking" or organizing your information into logical sections so the flow of information makes sense to the reader. This is important because not all people reading on the internet will read the information in a logical sequence. Chunking will help the reader to not only better understand the information they are reading, but also be better able to remember what they have read.

For more information on chunking, visit the following website: http://en.wikipedia.org/wiki/Chunking_(psychology)

7 Things to Remember

The following website provides a list of key things to remember when writing for the web:http://www.webdesignfromscratch.com/writing_for_the_web.cfm

1. Say Less
2. Use the Inverted Pyramid
3. Put More Important Content First
4. Use Clear Headlines and Headings
5. Consider the User's Goals
6. Establish Trust
7. Use Active Voice

Good Websites VS Bad Websites

In studying the "Keys to a Good Website", I came across a fantastic article ...

http://www.adobe.com/devnet/dreamweaver/articles/dwmx_design_tips.html

In summary, this article explains that the key to good website design is USABILITY.
Here are the main points listed in the article:

1. Know your audience.
2. Test the site with inexperienced users.
3. Make the home page content valuable to the user.
4. Archive old content for returning users.
5. Include useful search terms in meta tags and titles.
6. Provide contact and copyright info on every page.
7. Provide a user-friendly navigation system.
8. Provide search options.
9. Maintain consistancy in design.
10. Be carefup of noise and movement - don't make it too "Flashy".
11. Proofread the text.
12. Provide printer-friendly pages.
13. Enhance pages, don't remove them - maintain the URLs that previous users may have bookmarked.

Also in my research I came across other sites worth sharing:

Website Ideas - undiscovered ideas

http://www.dailybits.com/11-undiscovered-website-ideas-to-steal-and-make-you-rich/

http://bigsellingwebsitedesign.com/index.php/whats-the-big-idea/42-profitable-website-ideas-for-2008/


Good Website Design - key points to remember

http://digitalpeabody.com/articles/2007/09/17/how-to-make-a-good-website/


Bad Website Design - sometimes you have to know bad ideas to appreciate good ideas

http://www.badwebsiteideas.com/

First Impressions and Scanability

In support of the information studied so far in Chapters 1 and 2, I discovered an article that talks about two VERY important things to consider in web design - First Impressions and Scanability.

http://www.uie.com/articles/communicate_quick/

First Impressions

Of course a web site needs to be well organized, but first impressions are everything. According to this article, the user will decide within 2 to 3 seconds if they are going to stay on the page or click away. Too much information and chaos will NOT encourage the user to stay to continue reading.

Scanability

The user needs to quickly be able to determine if the information they are trying to find is contained on the page. In approxiamtely 10 seconds, the user will decide whether or not the page will be useful to them.

As explained in this article, one of three things happens when a user lands on a web page:

• A person looks over the page and determines it is not relevant to their goals.
• A person looks over the page and determines it might be relevant to their goals then quickly scans the page for the information they need.
• A person looks over, then quickly scans the page, finds the information they need, and stays awhile.

Article Link:
http://www.uie.com/articles/communicate_quick/

Purpose and Instructions

Your final project, the Design Log Journal, is a weekly journal where the emphasis is on visual design and display. It is intended to be a personal learning tool. You will use it to track your learning journey and it is where you will record your thoughts and ideas. It is also a place to record your visual perceptions and insights, and express your creativity. Your project has no structural constraints. It should be free flowing and be an individual reflection of your creativity. There is no true right or wrong here. The topics should follow the structure of the course, but the content, reflection and creativity are individual to you and so may vary.

Consider your Design Log Journal as a personal course companion - it's a place to reflect and document not only your learning, but also your cumulative knowledge of design and display over time. For this reason, it is critical to add to your log each week and to include it as part of your daily thinking - similar to a diary. Think of it also as an idea book - a place to add diagrams and images and where you can make comments on ideas or re-design.

The final result will likely include written, visual and web resources. Notes detailing your exploration of all the topics covered in the course should be included in your Journal - be sure and tell why the contribution was valuable to you. Use the Design Log Journal topic in the Discussion Board to ask any questions you may have about the journal. The Design Log Journal represents 60% of your overall grade.

Use the Design Log Journal to document design ideas, visual content and web resources that relate to visual design and the display of information. It is a place to make notes related to basic design principles or elements, sites that you like, and to record other visual principles that you have encountered. Be sure to provide a rationale for your assessments. You can use examples from magazines, flyers and web pages, or simply take a copy of the design and paste it into the design log and then reflect on it. You may want to use a picture program like Paint or Photoshop to illustrate your ideas. Another approach is to type notes, or attach files or links of articles or websites that have inspired you. Please feel free to use your own personal discoveries as examples. The point here is to observe and understand. All entries in your journal should be dated.

Here are some things to consider as you reflect:

• Analysis: Your ability to understand the audience for which a site was designed. In this context take into consideration the purpose for a site and how its visual design components, including such elements as content, graphics and extended multimedia complement the purpose.
• Perceptions: Record your initial perceptions of existing designs and note how these may have changed with your new acquired knowledge. Put yourself in the mind frame of the end user.
• Readings: Add personal comments about the readings and include notes describing any extra research you do. How have your findings helped you, inspired you, surprised you?
• Learning: Describe what you have learned about the design process (any or all components).

And finally, you may want to describe useful online discussions and/or informal chats you have with others, even when these take place outside the parameters of the course.