November 11, 2012 at 2:11 PM · Filed under 1.1 Instructional Systems Design, 1.2 Message Design, 1.3 Instructional Strategies, 2.1 Print Technologies, 2.2 Audiovisual Technologies, 2.3 Computer-Based Technologies, 2.4 Integrated Technologies, 3.1 Media Utilization, 5.1 Problem Analysis, EDTECH506
There are many factors to providing critical prehospital care. EMTs must gain the skills necessary to quickly determine if a patient is in immediate need of advanced care. I wanted the design of the critical care page to be comprehensive, yet clean. As students enter their practical skills, they need to easily remember the information presented. There is a lot to remember in this section, so the design demands that a lot of information is concentrated in each section. I enhanced the text with contrasting colors for cohesiveness, but the sheer volume of text still needed something more to make the steps more concrete. Because a picture is worth a thousand words, I am seeking representative images to further solidify the different steps.
References
Lohr, L. (2008). Creating graphics for learning and performance: Lessons in visual literacy. (Second.) Upper Saddle River, NJ: Pearson Education, Inc.
There is a lot to remember in this section, so I concentrated a lot of information in one spot. In doing so, I also designed it to be concise and concrete with the white text dominating the field. The generous white space offsets the high contrast of the blue and red.
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October 22, 2012 at 12:44 AM · Filed under 1.3 Instructional Strategies, 2.1 Print Technologies, 2.3 Computer-Based Technologies, 2.4 Integrated Technologies, 3.1 Media Utilization, EDTECH506
CARP design elements are used to better communicate a lesson or message through visual representation. Contrast. Alignment. Repetition. Proximity. Each of these elements impacts learning, and a good design will improve the course content. I chose grey-scale for my design, planning a contrast punch with black and white text and graphics. I chose the organized feel of rectangle shapes and symmetrical rows and columns they create, while using repetition to lighten the tense lines in the image. Each row a different color, but the proximity of clone like text boxes reveals the concepts therein are connected. In the end, I’m pleased with that decision feeling like I have met the first course goal – “to apply principles of visual literacy o the design of instructional messages.”
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October 18, 2012 at 9:28 PM · Filed under 2.3 Computer-Based Technologies, 2.4 Integrated Technologies, 3.1 Media Utilization, EDTECH597, Uncategorized
This past week, the ladybug app left me with a few bugs of my own to work out. Developing an android app by following directions is challenging, but even more challenging is how I will apply my new knowledge to education. Of course there is the possibility of opening the MIT site up to my students, but what more? Will my experience in this course and my new found skills make an impact on the way I teach and learn? Will it make an impact on the way others learn?
I continue to be inspired by my peers as we struggle to extend the lessons and create something uniquely ours. Ego is thrown out the door as we post the difficulties that detain our progress. We voice our reasoning and words of encouragement flow. It’s a refreshing change from the scoffs and muttered name calling in secondary classrooms when a student attempts to clarify an answer, suppressing the natural desire to learn. I have a plan to help teach those students to react to one another with respect and compassion. Although I’m not a “gamer” I am inspired to use this app building process to encourage my students to collaborate and “work out the bugs” of education.
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October 9, 2012 at 12:16 AM · Filed under 1.1 Instructional Systems Design, 1.2 Message Design, 2.2 Audiovisual Technologies, 2.3 Computer-Based Technologies, 2.4 Integrated Technologies, 5.1 Problem Analysis, EDTECH597
What a week to begin complexity! Just as I was beginning to get the hang of App inventor and spreading my wings to put out new versions of the basic apps, along comes an assignment with location generators, memory, and text-to-voice capabilities. In the midst of it all, widespread ISP server failures, two ambulance runs, and a wounded foal only added to the confusion. The tutorial seemed straightforward, but I kept encountering problems such as having to search for components the drawers. My Blocks Editor did NOT match the screens in the book because the instructions have me rename elements, but their tutorial images are not renamed. I work late at night, so had difficulties finding a second phone. My emulator kept crashing despite multiple reboots. After more than six app hours, my tutorial app worked and was ready to be saved. This experience has given me a lot of insight into developing course materials for online activities. How many times do we educators fail to provide visual or contextual clues on how to proceed when technology fails? How often do I provide my students with misaligned images and text? How do my learners approach new challenges, and what is my role in guiding them through the course? Finally, and most challenging of all, what to do for extending the app? My family members seem to have a deep-seated need to know where I am at all times…given my schedule this past week, perhaps a “Do Not Disturb” is in order.
ET597DRoid
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October 8, 2012 at 7:57 PM · Filed under 1.1 Instructional Systems Design, 1.2 Message Design, 1.3 Instructional Strategies, 1.4 Learner Characteristics, 2.3 Computer-Based Technologies, 2.4 Integrated Technologies, 3.1 Media Utilization, 5.1 Problem Analysis, EDTECH506, Standard 1: Design, Standard 2: Development
Unit 3 – Bleeding Control and Shock Management
One of the first lessons I learned in elementary school was the use of shapes in art. Like many of my classmates, I happily drew triangles, circles, squares, and rectangles intermingled with lines of all lengths and thicknesses to represent happy families, houses, flowers, trees, and the bright shining sun. As time passed, I used ovals and more lines to practice the alphabet and numbers 0-9.
Shapes and lines continue to play an important part in my hobbies of photography and drawing. My eyes seek out and find shapes and patterns everywhere I look. This chapter has been by far a favorite as I gain new insight to some of the visual characteristics of shapes and how they communicate unity, emotions, or organization. I was intrigued by the examples Lohr sets forth in Figures 10-2 through 10-6 (pp. 251-255) and noted that I am usually drawn to those layouts that depict unity and those that separate and define. Therefore it was no surprise that I chose to use those elements in my own layout for my unit. I chose to use simple rectangles to organize the information on a standard computer display. Other units can be quickly accessed on the lower ribbon links. I like the way rectangles highlight and organize the information with clean lines. My use of color parallels the colors we use on our local EMS logo and ambulance. When my daughter pointed out that my page looked a little bit “cluttered” I added the broken circle in an attempt to unify the page elements and a solid line of a different color to separate and define the other units. I am pleased with the results, but knowing my penchant for revision, left the layers intact for future editing.
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September 30, 2012 at 9:33 PM · Filed under 1.1 Instructional Systems Design, 1.2 Message Design, 1.4 Learner Characteristics, 2.1 Print Technologies, 2.2 Audiovisual Technologies, 3.1 Media Utilization, EDTECH506
Visual representation plays a vital role in my life. I remember putting on my first set of glasses and realizing for the first time what a difference detail makes in our world view. That impression gave way to a lifelong study of detail that impacts every aspect of my life. The past weeks in this course are no exception as I considered what is universal design, what would be a useful unit of instruction, and how might I best represent myself through visual clues. After submitting the project plan, I nearly changed topics when reading the typography assignment. How might I create what I might consider illustrated text that conveys meaning. I was surprised to find that the exercise, though challenging, was a pleasant task.
Vital words for bleeding control and shock management unit of instruction.
When referring to Mayer’s (2001) research, Lohr emphasizes that “visuals be designed so that they support cognitive processes of selection, organization, and integration” to maximize learning (2008 p.63). Using that formula, I hope to create a unit of instruction that will be easily remembered, and easily implemented when conditions call for it. After all, “a picture is worth a thousand words.”
Reference
Lohr, L. (2008). Creating graphics for learning and performance: lessons in visual literacy (2 ed.). Upper Saddle River, NJ: Merrill. Retrieved 2012
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September 30, 2012 at 8:27 PM · Filed under 2.2 Audiovisual Technologies, 2.3 Computer-Based Technologies, 2.4 Integrated Technologies, 3.1 Media Utilization, EDTECH597
Moles and Apps have two things in common – they can be found just about anywhere and they are always popping up in new places. This week’s design project is a spin-off of the classic children’s arcade game where the player tries to keep rodents from popping up in a given area. After putting together the initial game, I put it to the test with my resident expert – my teenage daughter. She picked up the phone, clicked on a mole, and got a runtime error. “That’s strange, let me reload it.” Again it threw the same error. “Let me know when you get the bugs out” she said as she left the room. Much searching revealed that a block had inadvertently been slid over to the far reaches of the Blocks Editor window. Calling my daughter back, she assessed, tried, and mastered it in 8 seconds. “What did you think?” “BORing” After interrogating her, she admitted the “hit” vibration was okay, but complained catching the mole was too easy, and she lost interest with the plain background and lack of sounds.
Try to stop the moles from overtaking the prairie
Sounds were easy. I quickly found a few .mp3s that I liked at
Sound FX Now and quickly incorporated them. I decided to let the user choose the difficulty level with star-ranked buttons. My mental design was progressing quickly toward reality, but I knew I was out of my league. I felt like a middle school student looking at a spreadsheet for the first time. APPrehension struck. How would I add the faster sprites without affecting the original? I am a problem solver. Using my experience with web design, I decided to create duplicate screens – each having successively complex images to distract the player, and each having a faster image sprite. Two hours later, I could not figure out how to get the star buttons to navigate to their respective screens. I consulted the text/tutorial again. This was not going to work. I reluctantly removed the Screens and the time they represented. Back to the blocks editor and the answer was there…all along.
My time spent developing screens 2 and 3 reinforced developing concepts. Figuring out how to get the levels I wanted on my own was victorious. Hearing my daughter’s “That’s cool, mom”…priceless.
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September 23, 2012 at 11:27 PM · Filed under 2.2 Audiovisual Technologies, 2.3 Computer-Based Technologies, 2.4 Integrated Technologies, 3.1 Media Utilization, EDTECH597
App development might have seemed easy, but tonight Faith and Buffy knocked me out of my complacent attitude and geared me for a whole new paradigm of what is considered progress. The green light is on to proceed in this class and extend the tutorials to create apps with educational or instructional purposes. This past week I spent little time constructing and publishing my app. I feel hesitant of and clumsy with my new Android while I learn to navigate the basic functions of the device. The blocks editor refused to launch and I would turn my attention to another class or household chore. Finally, I could put off the task no longer. and I worked with the developer tools until I got the blocks editor running. From that point it only took about an hour to follow the tutorial and modify the app for my own purpose. I don’t use a lot of apps, so I am not creative in developing them yet. But thanks to these two pioneers, I do recognize that I am on the threshold of discovery.
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September 23, 2012 at 2:16 PM · Filed under EDTECH597, Standard 2: Development
(Originally Posted September 15, 2012) Apple or Android? After four years of using an iPhone, I recently entered the Android world and, like the iWorld I had just left behind, found tens of thousands of apps promising myriad ways to entertain, invest, organize,educate, and change my life. The difference is that in this world, I am a successful designer with my very own QR code leading to my very own Pocket-Kitty app 
. After an easy setup on my phone and computer, I was able to develop the original app in 15 minutes. Not satisfied with that, I envisioned an animated app – and I had the two pictures to make it happen. Several hours and coffees later, I determined that I don’t yet have the necessary skill set to do what I want it to, but persistence and dedication will smile on me and I will push out my first app upgrade.
Once I completed the app assignment, I began thinking of ways I could create an app for my adult Emergency Medical Technician Course. Would it be an app that provides normal vital sign ranges for different age and body sizes or might it be a complex app that records all the activities performed in a certain time frame. No matter what I choose, one thing remains. I use Android.
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Stefanie Brimacomb: EDTECH Learning Log 