The Creation of an E-learning Storyboard

Part 3 - Simulations and Games to Enhance Learning

Clark and Mayer assert that the use of games and simulations in e-learning activities absolutely increase enjoyment of the activity, that being said it is crucial that the design of the game promotes learning.  In other words, a user will not benefit from a game that is fun that merely relates to the subject matter at hand, however enhanced learning will result from the user who enjoys a game that has been designed in the pursuit of the objective.  As it applies to the "Using Maps" storyboard, a game akin to "Where in the World Is Carmen Sandiego?" would be an appropriate, and fun way to engage students in the practices.  This YouTube video  shows a demo of the original version of this game.

This game, or a game like it could easily be incorporated into "Using Maps" with, instead of giving the city or location, giving the coordinates, or it could also be incorporated into the ideas about how knowing and understanding latitude helps identify the characteristics of a location.  An "action-adventure" or "role playing game like this would help ensure learning because a lack of understanding of the concept ceases the progress of the game.  If the player does not go to the correct city, or does not identify the correct environment, he or she loses the "culprit" and the game is over.  A game like this also provides the opportunity for explanatory feedback.

Example: Lizard Lips Louis stole a painting from the Louvre, rumor has it he found the nearest country with an environment he could thrive in.  Where might he have gone?  Cassablanca, Morocco (33°35’ N, 7°36’ W), Winnepeg, Canada (49°53’ N, 97°8’ W), or Punta Arenas, Chile  (53°10’ S, 70°56’ W).

In this example, if the user does not answer the question correctly, there will be the opportunity to explain about where lizards are able to live.  Additionally, this example would promote a degree of self-explanation.  The user would have to ask himself "where would a lizard go and why?" it would also force the student to ask "where is the Louvre?  What is close to it?"

Obviously, the demo of "Where in the World is Carmen Sandiego posted above is "primitive" in terms of graphic capabilities and would need to be updated to attract a gamer in the modern world, but embracing the general method would enhance the users learning opportunity.

Using Map - Storyboard

The Creation of an E-learning Storyboard

Part 2 - Evaluating applied research-based guidelines to use to the e-Learning storyboard and how they enhance learning

Learner Control - the "Using Maps" e-learning activity is semi-learner controlled.  There is an obvious (numbered) order to the lesson and navigation of the pages was created in order to allow the user SOME control over the lesson, however because the user is fairly novice (the audience being 4th graders) the limited control in the design ensures that the students will learn the proper processes in the correct order to be able to use the information correctly without the additional stress and extra cognitive efforts of making the decisions about what to do next.  The degree of learner control DOES allow and encourage the user to go at a pace that is comfortable to him or her ensuring comprehension of the material.

Adherence to the coherence principle - avoiding unnecessary graphics, stories, background music, or overly detailed text.  I made a distinct effort to keep the look of the storyboard and the activity as "clean" as possible.  The only, text, graphics, and sound (maybe with the exception of the "ding" or "whoops" with the feedback) directly relate to the learning objective.

Practices - The practices employed in the "Using Maps" e-Learning activity adhere to some key principles Clark and Mayer discuss.  The practices "mirror the job," and though the pedagogy behind this principle is written for the work place, it is applied to the "classroom" tasks the student would be asked of.  Different types of practices are employed throughout including some recall, but mostly the application of acquired knowledge as well as faded examples (principle 6 - gradual transition from example to practice)

Feedback - The use of explanatory feedback is woven throughout all of the practices.  It is important for the learner recognize that they understand, or don't understand, content but WHY.  I defied Clark and Mayer in the structure of my feedback.  While they claim that the "good jobs" and ego stroking involved depresses learning.  My experience is that a learner who feels appreciated for their efforts is more willing to go the extra mile, so the ego-based feedback provided in the "Using Maps" storyboard is paired with an explanatory element so the user will know WHY he or she got the question right (just in case it was a lucky guess) or WHY he or she got the question incorrect.

Using Maps - Storyboard

The Creation of an E-learning Storyboard

Part 1 - the e-learning principles included and how they promote critical thinking skills.

Segmenting - Segmenting content promotes comprehension of material by avoiding overwhelming the user with information.  In my lesson, the objective is broken down into the use of latitude, the use of longitude, and how knowing that information will help the user.  By ensuring comprehension of each of these elements separately the user then will be able to apply the information whenever looking at, evaluating, or trying to use a map.

Contiguity Principle - Integration of graphics and text - As Clark and Mayer pointed out, users spend more time looking at graphics than they do reading text.  Therefore is it important for those graphics to be meaningful and have a connection with the text.  In the Using Maps storyboard the vocabulary used is always connected with an image that demonstrates the definition of the term to address this need on behalf of the user

Effective Practices - Through the use of practices and faded examples used in the Using Maps storyboard users are required to use critical thinking skills in order to apply the information they were just taught.  These practices were specifically designed to go beyond basic recall of information.

Summary - though the learning principles used in this storyboard were not limited to segmenting, learner control, contiguity, and practices, these principles really require the user to implement the skills he or she has learned taking the learning into the high levels of learning.

Using Maps - Storyboard