Podcast - Martin Luther King Junior

WHY DO WE CELEBRATE MARTIN LUTHER KING JUNIOR DAY?

Learning Objective: To learn the history and why we celebrate Martin Luther King Junior Day.

Audience: Preschoolers and Elementary School students.

~ Listen To Podcast By Sonya & Ethan ~

~ View My Podcast Document ~

How I Settle On The Design?

Podcast can be used in the educational area. Two weeks ago, as Martin Luther King Junior Day was approaching, Michele and I told Sonya and Ethan about Martin Luther King Junior and what he had done for this great nation. As part of their learning and for my podcast production, I used Sonya and Ethan to ‘act’ in a conversational setting. Sonya (1st Grade) explains to Ethan (Preschooler) the story behind why we celebrate Martin Luther King Junior Day. We had many rehearsals to get the recording to an acceptable standard. It was great fun and all worth it!

Gagne’s Nine Steps And Script

(1) Gain Attention

Dr King: “I have a dream …”

(2) Inform Learner Of Objective (Scope of podcast – serves as Advance Organizer)

Sonya: “Ethan, do you know why we celebrate Martin Luther King Junior Day?”

Ethan: “I don’t know.”

Sonya: “Well, let me tell why in three parts. First, I’ll tell you the lives of the black Americans before 1963. Then, I’ll tell you what took place on August 28 in 1963. Finally, I’ll tell you what happen next after 1963. Are you ready?”

Ethan: “Yes. Please tell me.”

[Clap – Serves As Intermission For Advance Organizer]

(3) Stimulate Recall Of Prior Information

Sonya: “Do you remember Abraham Lincoln?”

Ethan: “Yes.”

Sonya: “In 1863, President Abraham Lincoln helped to free the people who were slaves during the Civil War. He knew that slavery had to end. Since then, there had been no slavery. But the blacks were not treated the same as the whites.”

(4) Present Information

Sonya: “ In many states, there were laws to keep black people and white people apart. For example, black people cannot eat in many restaurants, they have to sit at the back of the bus, they must enter movie theaters by separate doors, and there signs that say ‘For Whites Only’ and ‘For Blacks Only’. Those who refuse to follow the laws were thrown out of the restaurants or theaters. Sometimes they are put in jail.”

Ethan: “Oh …”

Sonya: “There were many protest marches in many southern cities and towns. But none of them changed anything until summer in 1963.”

Ethan: “What happened?”

[Clap – Serves As Intermission For Advance Organizer]

Sonya: “Two black leaders named Philip Randolph and Bayard Rustin staged a protest in Washington D. C. They chose that place because it was the nation’s capital and where laws were made. So, on August 28 in 1963, the March on Washington began. More than two hundred and fifty thousand people marched to the Lincoln Memorial. They came by car, train, bus, and plane. Some walked more than two hundred miles all the way from New York City. One man even roller-skated for eleven days from Chicago! As the marched, they sang …”

Crowd: “We shall overcome, we shall overcome, we shall overcome …”

Sonya: “At about three in the afternoon, Doctor Martin Luther King Junior took the stage.”

Ethan: “Who is that?”

Sonya: “He was a preacher and the son of a preacher. He grew up in Georgia and had led many other protest marches to fight for freedom and equality for the blacks. He had been put in jail many times. But that did not stop him from fighting.”

Ethan: “So what did he do?”

Sonya: “On that summer day afternoon, he spoke words of hope, words about his dream for a better world. He said …”

Dr King: “I have a dream …”

Sonya: “In his sixteen minutes and twenty seconds speech, he said ‘I have a dream’ nine times. When Doctor King finished, the crowd clapped and cheered, and some were moved to tears. People from around the world heard his speech. Even President John F Kennedy watched Doctor Martin Luther King Junior on TV.”

Ethan: “So, what happened after that?”

[Clap – Serves As Intermission For Advance Organizer]

Sonya: “One year later, a law was passed. It was called the Civil Rights Act of 1964. From then on, there cannot be restaurants for whites only. There cannot be separate seating for blacks and whites. People cannot be kept apart just because of their skin color.”

Ethan: “Wow! That’s great!”

Sonya: “It did not change everything, but it was a beginning. The power of the words of Martin Luther King Junior had changed the law of this great nation since then. That’s why we celebrate this day to commemorate what Doctor King had done for our country.”

(5) Provide Guidance

Not Applicable.

(6) Elicit Performance

Sonya: “So now do you know why we celebrate Doctor Martin Luther King Junior Day?”

Ethan: “Yes. I have a dream!”

(7) Provide Feedback

Sonya: “Great!”

(8) Assess Performance

Not Applicable.

(9) Enhance Retention and Transfer

Dr King: “Free at last, free at last, thank God Almighty, we are free at last!”

Sonya : “This is a ‘Great American’ podcast by Sonya Tan.”

Is It Effective?

Podcast is an effective way to transfer verbal information to the targeted audience. Sonya and Ethan learned a lot about Dr Martin Luther King Junior from this production. The podcast URL was also sent to our family and friends to let them know why we celebrate Martin Luther King Junior Day.

~ Take a quiz to see how much you've learnt from this Podcast ~

Blog Post #3 - Ethan Loves Fishin' Mission!

Critique Of Online Game From The Learning & Interactive Perspectives

Pick an online game, play it, and write a brief critique of the game from a learning perspective and interface perspective. Include a link to the game and screenshots (as you see fit).

Fishin' Mission is an online counting game for preschoolers by Funschool. Click Here To Play.

The learning objective of the game is to teach preschoolers how to count. Instead of following the boring textbook way of teaching counting, this games teaches numbers to preschoolers by asking them to 'drag and drop' the correct number of fish into the fisherman's net. I played with the game for four levels (almost fell asleep). Then, I got Ethan (my 4-year-old prince) to play the game. These are our critiques from the Learning and Interactive perspectives.

INTERACTIVE PERSPECTIVE

Fishin' Mission is a Fun and Creative game for Learning Through Play (Prensky). It is Fun because the preschooler learns counting through a computer game with interactive graphic animation instead of some boring textbooks with static pictures. It is a Creative way of learning to count by 'dragging and dropping' the correct number of fish into the fisherman's next. After all, Learning Through Play is always an effective way because "Play is our brain's favorite way of learning"! Here are Ethan's critique based on Garris's article ...

Fantasy
Me: "Who is the character in the game?"
Ethan: "The fisherman. I'm helping him to catch the fish!" - There is an imaginary context, a theme and a character to help Ethan learn how to count.

Rules and Goals
Me: "What do you need to do to win?"
Ethan: "Catch the fish and put into fisherman's net. Must catch correct number of fish to win." - The rules and goals are clear to him.

Sensory Stimuli
Me: "How do you catch the fish?"
Ethan: "Like this ... (he showed me how he dragged and dropped)."
Me: "Is it easy?"
Ethan: "Yes." - He is okay with the visual stimuli and eye-hand coordination.
Me: "Do you like the music?"
Ethan: "Yes." - He likes the auditory stimuli.

After a few rounds ...

Challenge
Me: "There is a clock. You must finish catching the fish before the time is up. Is it easy to win?"
Ethan: "Yes. I'm at Level 2 now." - He finds low level of difficulty and no uncertain goal attainment.

Mystery
Me: "Why are there different types of fish?"
Ethan: "I don't know. But I must catch only this type of fish (pointing to the screen)." - The level of informational complexity is optimal and just suitable for him.

Control
Me: "What happen if you catch the wrong type of fish?"
Ethan: "The net breaks and you lose." - This is also a form of System Feedback.

Me: "Can you catch the correct fish? Is it easy?"
Ethan: "Can. See, I'm now at Level 4." - He has active learner control. Ethan has been taught how to use a mouse. I also got him a kid's mouse.

LEARNING PERSPECTIVE

Here are Ethan's (a learner/user) critique based on Garris's article ...

Interest
Me: "Do you like to do these workbooks (me holding the math workbooks) or play this game?"
Ethan: "Play fishing game." - Ethan expressed his interest in and preference for the online game.

Enjoyment
Me: "Why?"
Ethan: "It is fun!" - Playing is his preferred mode of learning.
Me: "Is it easy to win?"
Ethan: "Yes." - This is his subjective rating of fun or enjoyment.

Task Involvement
Me: "So, you've finish all the levels. Well done!"
Ethan: "Can I play again?" - Ethan's level of attention in the educational online activity is high.
Me: "Sure. How many times do you want to play?"
Ethan: "I want to keep playing (he said as he click PLAY AGAIN)." - Ethan's depth of involvement in this learning activity is high.

Confidence
Me: "Hey, you are so good at catching fish!"
Ethan: "Yes, I'm very good!" - Ethan's feeling of mastery (and perhaps self-efficacy)!
Me: "Hey, don't get too proud. Can you count from one to ten already?"
Ethan: "Of course (... as he continued fixing his eyes on the computer)!" - Ethan's feeling of mastery (and perhaps self-efficacy)!

From Garris's article, this game improves learning in the following ways:

Decision Making - Learner needs to decide on two things: (1) types of fish to catch, and (2) the number of fish to catch. Only if he/she decides correctly will he/she win the game. Otherwise the net will break!

System Feedback - Each time the learner catches a fish into the net, the fisherman counts the number. This reinforces the learner's effort to learn counting. Whent he correct number and type of fish has been caught in the net, the fisherman (system/agent) will feedback to the learner that he/she has done a great job. If not, the net will break, signalling a wrong move.

Debrief - At the end of the five levels, the fisherman (system/agent) will debrief and tell the learner that he/she has done a great job!

Learning Outcome - The learner will incidentally acquire/hone his/her mouse 'drag and drop' skill (Skill-Based Outcome), although this is not the game's learning objective. The main learning outcome is the Declarative knowledge of how to count from one to ten (Cognitive Outcome - there is no Procedural, Strategic, and Affective outcomes).

After 15 minutes ...

Me: "Ethan, can daddy play?"

No reply. (Is this deep involvement in learning activity, or plain ignoring an unwanted request?)

Blog Post #2 - How To Cook New Orleans Gumbo?

Six Principles Of Effective E-Learning Using Multimedia

Based on the Clark and Mayer articles (yes, they address the same topic but provide slightly different coverage), try to find either an example of non-example of at least 3 of the multimedia principles. Post links and screen shots/graphics (see if you can do it! lots of good online resources to figure out how!) in an entry on your blog, with an annotation explaining why each link is (not) a good example of the principle.

Over the Martin Luther King's Day, I visited New Orleans. Now I know why they say "in New Orleans, we live to eat." I love Gumbo so much that I began to google for New Orleans Gumbo recipe. Here are some of my E-learning encounters ...

Let me recap the six principles of effective E-learning (especially using multimedia) from Clark and Mayer articles. They are:

(1) Multimedia Principle: Adding graphics to words can improve learning.
(2) Contiguity Principle: Placing text near graphics can improve learning.
(3) Modality Principle: Explaining graphics with audio can improve learning.
(4) Redundancy Principle: Explaining graphics with audio and redundant text can hurt learning.
(5) Coherence Principle: Using gratuitous visuals, text and sounds can hurt learning.
(6) Personalization Principle: Using conversational tone and pedagogical agents to increase learning.

My first hit was Chef Rick (see the screen shot below):















Although this site is very informative, I find it very difficult to 'visualize' what I need to do. This is a non-example of the Multimedia Principle. To improve learning, the author/designer can show a picture for each step of the cooking process.

My second hit was Gumbo Pages (see screen shot below):















This is another non-example of the Multimedia Principle. Like the first non-example, the author/designer can to show a picture for each step of the cooking process. Perhaps, the author/designer can include pictures of tarragon, oregano, and some of the ingredients to improve learning by newbies like me.

My third hit was Free Cooking Recipes (see screen shot below):















Here is another non-example of the Multimedia Principle (like the first two non-examples). This site is also a great example of the Coherence Principle. The "Whose Lips Are These? ... Free iPod" and the flashy "CONGRATULATIONS ... You Have Been Chosen To REceive A FREE Plasma TV" advertisements are great distractions and 'hurt' my learning ... I ended up clicking on those ads in hope to receive those freebies!

My fourth hit was an interesting site at New Orleans Online (see screen shot below):














The author/designer followed the Multimedia Principle to show some pictures of Gumbo next to the text. It is also a great example of the Contiguity Principle - the author/designer places some text below the pictures to explain what they pictures are. Some gratuitous graphics and text on the sidebars are examples of Coherence Principle that distract learning.

Perhaps the best way to learn how to cook a traditional New Orleans Gumbo is to see how this is done ... I almost went to Bill and his wife when I found some of these video clips on YouTube. Here is my favorite at

None of these sites follows the Modality Principle, Redundancy Principle and the Personalization Principle though! Anyone game enough to try my Gumbo?

Blog Post #1 - Courseware & Me

Introduction To Courseware

How do you define courseware? Give a brief example or two of experiences you have had with courseware.

To me, a courseware is an instructional package that allows an individual to teach himself/herself or to teach another learner to achieve the learning objectives that the courseware was designed for. It is usually completed with an instructor/user guide, the media through which the course is delivered, some games/exercises, and teaching aids (if any). Courseware can be computer-based or non-computer-based.

I read that you can teach your children to read (or recognize) words from the time they are six months. I've used a few courewares by Glen Doman to teach Sonya and Ethan to read and count when they were very young. Glen Doman's English, Chinese and Maths coursewares come complete with a parent guide, a few sets of flashcards, and a certificate (for your child after he/she accomplishes the learning objectives). Following the instructions in the parent guide, I flashed words after words, day after day to Sonya and Ethan. Amazingly, they were able to read and understand the words. E.g. during a test, when I flashed the card that says "eye", they were able to point to their eyes (of course they can't read the word aloud at that time ... 10 months old I guess).

Another experience I had with a non-computer-based courseware is the Growing Kids God's Way courseware. I had acquired this courseware to learn parenting in a biblical way. This courseware comes with a user guide, a set of 10 videotapes (about 30 minutes each), an exercise book for you to follow as you watch the videotapes, and some aids like fridge magnets (to stick some words onto the fridge to serve as a constant reminder). This courseware is useful as I can go through the 10 lessons with my wife at our own pace, doing the exercise, practicing what was taught, and even review the tapes again.

A computer-based courseware I used was the Singapore Command and Staff College Officers' Handbook. It is a CDROM that encompasses all modules (and lessons) of the entire Command and Staff Course. Officers can learn the modules at their own pace by using the CDROM. Each lesson has some objectives, a few pages of instructions, some practices during the instructions, and an assessment at the end of the lesson.

An online courseware that I've used in 2000 was a package that taught E-Commerce. I registered it online, read the objectives, went through the lessons screen by screen, tooks some tests ... and was certified E-Commerce qualified. Paid a small fee, but was interesting to go through that online course (was using 56K modem back then).

How do you anticipate courseware affecting your career? What will you be doing with it?

In next phase of my career (and perhaps even after my retirement), I will be very intimately involved in training policies, and courseware application and development. Training plays a big role in my organization. There are many coursewares available for the employees development - most of these are computer-based. With the advent of computer and internet technology, I see a wider proliferation of computer courseware in my organization. Upon graduation from this course, I will be posted to my organization's training department/institute, where I will be actively looking at the training need of the organization and developing coursewares (or purchase them of-the-shelf, if available).

How about learning objects? How might they relate (or not) to your career?

Learning object is a new way of learning content ... probably with the advent of computer programming technology. The idea of learning objects is to modularize learning content into 'small chunks' of objects (not more than 15 minutes each). Each 'chunk' is self-contained and can be taken independently, reusable in multiple context for multiple purposes, can be aggregated to form a larger course content, and can be tagged with metadata (for computerized learning objects) for easy search.

In my organization with many training courses and different audiences, learning objects are very useful. The challenge lies with the courseware designer to see how the course content can be modularized, and how each module may be reused in multiple context for multiple purposes. It will also save the organization time and money to produce a wide array of courses.

What do you hope to learn from this course?

I hope to learn how to develop learning programs/activities using interactive multimedia courseware tools, especially delivery over the Internet. This is my passion and my hobby. I'm acquainted to Macromedia Director and Flash. I hope to learn more about html, audio and video tools and application.