Cape Breton University Edu 535
Assignment 3 – Multimedia Project
Training site: www.rawsthorne.org/ed535
Prepared for: Professor Diane Janes, M.Ed.
Created by: Peter Rawsthorne, Phillip Jennex and Gerona McGrath.
Introduction and rationale:
The intent of our project is/was to create an interactive and media-rich learning piece to cover one section of material in the Canadian Safe Boating Program. This entire program is available on line, as also referenced in the attached lesson plan, at http://www.boaterexam.com/Training/training1.html
This program covers a wide assortment of knowledge from boat handling and navigation to the application of rescue equipment. While regarding this program, and based on the knowledge of the developers, two of whom utilize the system, it was obvious that one of the most overlooked and perhaps confusing areas is that of manoeuvring vessels in restricted waterways. In the profession of one of our partners, grounded vessels, especially pleasure craft, is a daily occurrence. All too often these simple grounds become dangerous and life threatening when these vessel operators become impatient and proceed with rash methods to mitigate the problem instead of waiting for assistance which is always available. To assist with the proper mitigation of this problem, while at the same time meeting the objectives of assignment three of our Edu 535 program, our project will cover a subsection of the program’s Chapter 7 - The Buoyage System, called Lateral Buoys and Daybeacons http://www.boaterexam.com/Training/bouys1.html
While comprehensive, the material provided in Chapter 7 and indeed throughout the site is text based with only the occasional graphic used to demonstrate or illustrate concepts. We as a group were unable to locate any sections of the course that incorporated adult learning principles or moved beyond the delivery of facts primarily through text. Early on in our project plan, wanting to expand beyond the basic linear material, we decided to include multiple types of media and include a game like interface for the capstone assessment piece. Alas, the caveat provided in the assignment 3 description, “be aware that multimedia development takes time”, was not fully appreciated nor heeded at the outset of the project. Although we were unable to exactly able to achieve all of the original goals, as will be explained, our intentions were honourable and some very important lessons were learned that will hold us in good stead for future media development projects.
Application of Learning Theories:
All available information provided on the website for the Canadian Safe Boating program is behaviourist in that students are expected to read and memorize/remember the linearly presented content. Our approach was to consider the cognitive approach, offering the same material in different formats, with the intent of capturing auditory, visual and kinaesthetic learners. We also sought to incorporate constructivist principles in several ways including the use of two learning levels, optional pre-test, and interactive assessments. In short we sought to offer choice to the learners and recognize their prior knowledge.
· Learning Levels
The audience for the entire program range from the total beginner unfamiliar with navigation to the more experienced boater, we felt it was essential to offer a choice of two learning levels. Level 1 is meant to be the more ‘content intensive’ in that the learner is anticipated to work through the screens and then complete the assessment sections. Level 1 is most suited to the beginner learner. Level 2 allows the learner who has previous knowledge/experience and is confident in that knowledge to go directly to the assessments to test and re-fresh their skills. Ideally we would like to have created two totally different levels of content, one beginner and one intermediate, but time did not permit this. In the end it was decided that since many learners in required courses like to ‘challenge the test’ and try it without doing the requisite study, level 2 would be used to address that segment of learner. Although not required, it is hoped that a learner who did not successfully complete the assessments would review the material contained in level 1.
· Pre-test
In an effort to help students both determine their own level of knowledge and assist them with determining whether to pursue level 1 or level 2, an optional pre-test is provided. The three questions all relate to the core topics of port and starboard buoys and daybeacons. While the questions definitely have a behaviourist bent to them (i.e, there is one correct or incorrect response), they do offer instant feedback to the learner and will help them determine if they do know some key concepts.
· Assessments
Cognitive and constructive methods have also been employed in our assessment sections which are peppered throughout level 1. Though there are some behaviourist style questions, we believe they are essential in an environment where recognition of buoys and daybeacons could mean the difference between life and death. More engaging questions are also provided that require more involved participation on the part of the learner in answering the questions in practical settings or possibly finding the necessary information. Inclusion of non-multiple choice questions prevents or reduces the ‘guessing’ factor inherent in many online quizzes. Feedback is provided for all questions and learners have the option of reviewing the material if their responses were incorrect.
The course assessment tool uses an alternate, game-like format. The learners have to manoeuvre a vessel through an area marked with the buoy system. Each time they are unsuccessful, they we be required to find out why. They will need to research the teaching materials to locate the solution to the problem. Our original desire was to complete this final assessment using a completely digital, interactive game interface. Unfortunately time, as opposed to ability, prevented this.
Technical Issues
Our choice of development tool was a web-based interface because this medium would be a simple one for learners to access. Issues include primarily bandwidth and compression concerns and software requirements.
· Connectivity of users and compression formats
Keeping in mind that the audience is from a variety of locales across Canada, we decided to ask at the outset of the piece about the user’s level of connectivity as this would impact on their ability to access media in the site. Ideally we would like to have had a high bandwidth version with video and audio and a low bandwidth version with modified products. In the end, both the technical and practical aspects of creating and compressing the files proved to be too time consuming so the planned video selections were abandoned. Audio files have, however, been embedded into the site.
· Software requirements
Although the site should work with any browser, it was only tested in Internet Explorer. No other software is necessary but a sound card is necessary to hear the audio clips. We agreed that we did not want to have the learners, many of whom would be new to learning via the Internet, have to download plug-ins or additional software to complete the material.
From the development perspective, we as a group were previously aware of the issues surrounding the use of frames in web based development, we soon realized that this was a major issue for us and our web site. The indexing of the pages and linking them to a site map became an issue. While frames make a product look good, this learning experience has shown us that in the future, this methodology will need addressing, so as to facilitate the linking of a site map and other documentation to a particular page.
· External links and copyright
Because this course draws heavily on material from public sites with critical supporting information, links have been embedded into the course that take learners outside of the site. We understand that a notice should be placed on the site to inform the learners they will be taken to an external site and that those sites should open in a separate window. The ownership of the external sites is clearly displayed. Some graphics have been employed from the course material and permission to use them is pending. All other media content including the pictures, audio recording and map in the assessment section were original creations of the group members.
Conclusions and lessons learned:
Despite some of the problems our group experienced regarding what we ambitiously wanted to include in the site and what we were actually able to accomplish, we have come to the conclusion that we have created a worthwhile ‘first effort’ application for one section of a mandatory course. It is our desire to use this template to expand into more sections of the same program and make the material available to the public at large via the Internet.
As we reflect on the developmental process we realise how constructivist methods employed in this course have impacted and influenced our learning experience. Initially one group member suggested we pursue the Safe Boating Course as a choice for assignment 2. Completion of the concept map for that assignment led us to focus on one section in particular – buoys and daybeacons. From there we were able to both separately and collectively build on our prior knowledge of the content, learning and teaching theory, programming and technical considerations, and practical aspects of team-based development to build our site. Each group member learned from the others and built the project collaboratively and iteratively.
It is both fortunate and unfortunate that we faced some problems while developing our product. Fortunately our skill sets complemented each other and we learned a lot about each other’s abilities. It also means that we have a much better appreciation of the teamwork and expertise it takes to build a multi-media rich, interactive site using constructivist principles. The unfortunate or disappointing aspect is that we are capable of so much more and are aware of the weaknesses in the site we have created. We have also proven beyond any doubt to ourselves that a good product requires adequate time for proper development and it is essential that teams of individuals with complementary skills be responsible for the developments.
As stated at the outset, the URL for our project is http://www.rawsthorne.org/ed535
Attachments can be found by following the link titled “Supplemental Material” located on the main page and include the following:
· Assignment Two Documentation: The proposal for this project.
· Concept Map (Inspiration)
· Lesson Plan
· Storyboard
· Assignment Three Documentation (this paper)
· Site Map
References
Lateral Buoys, Fairway Buoys, Isolated Danger Buoys, Cardinal Buoys | TP 14070 | Marine Safety. Retrieved May 30, 2005 from http://www.tc.gc.ca/marinesafety/Tp/tp14070/b3-buoys.htm
Nautical Rules of the Road -- Canadian Safe Boating Course. Retrieved June 2, 2005 from http://www.boaterexam.com/Training/nautical1.html
Appendix A – Site Map
Site Map – Marine Navigational Aides
Home Page
· Start Learning
o Pre-test
o Lessons
§ Port & Starboard
§ Lateral Buoys
§ Day Beacons
o Assessments
§ Port & Starboard
§ Lateral Buoys
§ Bifurcation Buoys
§ Day Beacons
§ Course Assessment
o Student Survey
· Lights Buoys & Signals
o Lateral Buoys
o Day Beacons
o Cardinal Buoys
o Special Purpose Buoys
o Fairway Buoys
o Private Buoys
o Fog Signals
o Chart Symbols
· Related Material
o Weather Forecast
o Rules of the Road
o Tides & Currents
o Radio Aides
o Navigational Charts
Supplemental Material
· Assignment Three Documentation
· Lesson Plans
· Site Map
· Storyboard
· Assignment Two Documentation
· Concept Map (Inspiration)
· Custom Software
Instructors
Appendix B – Lesson Plan
LESSON PLAN COVERSHEET
Peter Rawsthorne, Phillip Jennex, and Gerona McGrath
COURSE TITLE
Canadian Safe Boating Training
LESSON TITLE/Subject
Lateral Buoys and Day Marks / DATE PREPARED
Draft June 9, 2005
Update June 15, 2005
Final June 18, 2005
purpose
To introduce the topic of lateral buoys and day marks to participants in the Canadian Safe Boating Course.
Learning Level/Prior knowledge
In previous sections learners will have covered chart work and basic navigation principles. In this session we proceed to examine the meaning of port and starboard, and lateral buoys and day marks that appear on marine navigation charts. We will also see the application of the sidelights covered in the section on seamanship.
While no prior learning is required and many participants will be new to the topic area, others will have already acquired this knowledge in formally. In an effort to address both groups, learners will take a pre-test to determine their familiarity with the terms. For those who are not familiar, it is suggested they compete the entire module (level 1). Those who are only in need of a refresher will be advised to simply proceed to the assessments (level 2).
TERMINAL OBJECTIVE
At the end of this section, vessel operators of all levels and backgrounds should be able to participate in the Canadian Marine Navigation System areas that are marked by lateral buoys and day marks.
ENABLING OBJECTIVES
1. At the end of this session, vessel operators should be able to explain the difference between the nautical terms port and starboard, recognize the terms port and starboard in their marine application and apply these terms in relation to direction.
2. At the end of this session, vessel operators should be able to recognize lateral buoys and day marks and should be able to explain the meaning and intent of each.
3. At the end of this session, vessel operators should be able to apply the intent of the lateral buoys and day marks in a marine navigation environment.
assessment
Assessment of learning will be carried out using questions posed at the end of each learning section. An assessment of the learners’ experiences with the site will be conducted through a student survey.
Expectations
Learners are expected to proceed through the material at their own pace and complete the assessment exercises. The site is non-linear in the sense that if they are confident they know a section they are not required to complete that section. Also additional resources are linked from the site so they can access more in-depth information as necessary.
TOTAL TRAINING TIME
Approximately 1hour / THEORY