Instructional Design Plan I. LEARNER PROFILE The target learners for this product will be level 2 Java programming students. These students are those who have successfully taken the introductory Java programming course, to include lecture and lab. The students must also have competent knowledge of advanced math, to include algorithms. The direct student set will be students admitted to the Coastal Carolina University College of Science in either computer science, information systems, and/or information technology. Students must be enrolled in both the lecture and lab for the advanced Java programming course. The students need not be familiar with advanced algorithms or advanced computer science topics. The group can include any rank student (freshman, sophomore, junior, senior, or honor’s college (including high school)). The students will need a basic understanding of how to create (declare) variables, use looping constructs, implement methods (functions), and store data in arrays and files. The students should be motivated to do well since this module feeds directly into advanced courses for all degree programs listed previously. Most, if not all, topics provided in the module are used in future courses. Success in future courses, not only lead to a degree, but to potential success in industry careers. The module’s individual learning objects need not be segmented too small, since these students will have recently taken the introductory Java programming course; however, the learning objects should introduce small amounts of information so the learner, when practicing, will not introduce too many errors into their own programs. Each learning object is a required base for the next, so students will need to practice with the code at the end of each object, in order to start the next object error-free. Currently, there are no worries of on-the-job training or other professional learners, since the focus of the module are degree-seeking students. II. INSTRUCTIONAL CONTENT The students exposed to this module would have learned the basic components of Java programming and how to structure these components into a series of steps to solve a problem. The content objectives for this product include understanding how objects are defined, what part of the basic skills learned support the object, and how to the extend the object to support advanced topics in Java programming, such as PC Windows used by all computer users. This content is the transient content between the basics of Java Programming and the advanced topics. Also, Java programming language is solely an object-oriented language, so students in the introductory course were forced to work with objects before actually learning what makes up object-oriented-ness. After completing this module, learners will be able to define a class by encapsulating appropriate data and building a useful public interface for users to create objects. Also, with this knowledge, the learners will be able to extend and use other pre-defined objects to build complex programs (solve complex programming problems). Specifically, the learners will build upon their basic knowledge of Java programming. They will gain an understanding of object-oriented programming through understanding objects, how objects are defined, and how to use objects to solve complex programming problems. This last skill will afford learners the opportunity to obtain employment in their industry-related degree program. The module will be organized with introductory learning objects in the following areas: 1) class definition, 2) defining objects from classes, and 3) testing classes by creating objects. Each learning object will include a short introduction, followed by example code, and then a short quiz. The learner will be provided feedback in the example code and the short quiz. The short quiz will contain interactive opportunity for the learner to order code appropriately to solve a problem. Each learning object will be named for the topic, such a Defining a Class, Creating an Object from a Class Definition, and Testing a Class. The entire module will be name Object-Oriented Programming: Class Definitions and Objects. III. MEDIA ASSETS In order to create this object-oriented programming module, I will need graphics that represent a memorable object for the learner. Other raw material will include smart shapes like arrows for cues, audio explanations, and videos that show tasks and processes. I will use PhotoShop, if needed, to create graphics. I will use Camtasia for screencasting. I plan to use Microsoft PowerPoint for the interactive objects and HTML for quizzes. I own all assets mentioned except for Camtasia. At this time I will continue to use the trial edition for Camtasia. The introduction to the concepts will be a screencast, while the tasks and interactive portions will be created in PowerPoint and Mix. The entire module will be uploaded to the Moodle learning management system. I will use a laptop for most production. I have a higher-end model, so my microphone and camera work well. I do have production constraints related to recording time scheduling. I have more time to edit and compose, so I will plan to record audio and video during the same sessions. I will likely only have 1 or 2 opportunities to record. IV. ASSESSMENT Skill-level assessment will occur at the end of the introductory learning object. This short quiz will be multiple-choice and simply measure recognition of concepts. A short programming quiz will be provided at the end of the example learning object. This will provide feedback to the user as it relates to choosing the correct code structure when solving a problem. The final learning object will include an interactive opportunity for the learner to order code correctly to solve a problem. The learner will receive feedback based on coding errors and program logic. V. DEPLOYMENT The learners will access the instructional module via Moodle. The learners will be enrolled in part 2 of the computer science Java programming course. Moodle is available on any device and operating system, so there is little limitation. The learners will need to be up-to-date with the required web browsers and plug-ins. The module will be available for face-to-face instruction and for distance learning. The target department is not fully vested in promoting programming courses online. The majority of decision-makers believe that a programming course this intense requires face-to-face interaction between instructor and students, for both lecture and lab. Once the product is published, I suggest using it as an introduction to object-oriented programming, which is the first non-review topic for the second Java programming course. Students should be allowed to complete the module and then complete (solve) and submit a Java program as their first assignment. Note that there is no discussion of installation of tools for the course or access to other necessary resources to write a Java program, since students taking this course will have this experience in the first course. Students should not need instruction to create the files for the program or how to compile a Java program.
User Experience Design
UX Mockup The target audience is students enrolled in either computer science, information systems, or information technology in the college of Science at Coastal Carolina University. Math majors are also included. The courses are Introduction to Algorithmic Design I and II, and covers the basics and advanced topics of Java, respectively. The students will access the interactive presentation by choosing one of the three Scrabble tiles, preferably beginning with the class definition module. When chosen, each module will begin with an introduction to the topic, followed by worked examples, and progressive practice examples. The learner can start at either of the modules, based on experience, and click next/previous buttons to pace their way through the module. The learner will also answer single quiz questions in each module and be provided explanatory feedback based on their choice.
Object-Oriented Programming Tutorial Prototype (Version 1) - Mix end of service
Final Version of Prototype for Object-Oriented Programming Tutorial
The target is CCU computer science, information systems, and information technology students. The primary course is Introduction to Algorithms I and II, using Java. I will upload two versions of embedded code, one from OneDrive and the other from Mix, because they behave differently on each platform. I have motion quizzes and sometimes the motion does not occur correctly. The change log follows: Change Log Visual Design
Added background to title text on green ‘bits’ stripe on all pages per feedback concerning color contrast
Changed verbiage from ‘A Tutorial in Java’ to a ‘Tutorials in Java’
Removed background image per feedback concerning split attention for learners
Content/Navigation:
Added arrow and home buttons on each page for previous, home, and next traversing
Added audio to slides to explain concepts
Added quiz questions with motion after introduction to each concept (some feedback disappear at 3 seconds, 5 seconds, or by click)
Added a video explaining the general concept of object-oriented programming
Added a direct link to object-oriented programming video on home screen
Added end slides for each tutorial with future work message
Potential Problems (and future changes)
Remove the external audio on home page and record an internal message using the Mix recorder
Remove object-oriented programming video and re-record with better background (I could not get to a quiet place to record before the due date)
Add practice exercises at the end of each tutorial
I figured out that I could draw on screen while audio recording using Mix in PPT (I thought it would only happen when recording the slide), so I would add cues on other slides while talking
There is a slight offset of the video in OneDrive that is not there in Mix
The quiz movements (click motion, etc) do not work in Mix (I think because I added the external audio)
There is a slight stutter in the audio in Mix (on my PC), but I did not notice in the first run online
The audio button automatically shows up in the upper right corner when recording in Mix (I could not move it)
The secondary clicks on the class definition quiz do not work in OneDrive
The audio does not autostart for some slides in OneDrive
OneDrive Version
Mix Version (end of service) - video no longer available on this site