Designing, Developing, and Deploying Effective Technology Enabled Learning (TEL) Using Adobe® Presenter™ (C1434-TEL) is a 5-hour TEL course designed specifically for USGS subject-matter experts and/or technical staff whose proposals, for TEL course development, were accepted for funding. Twenty-six USGS course developers have completed this course to date. Students will learn effective techniques to develop TEL courses using instructional systems design methodology (ADDIE), PowerPoint® and Adobe® Presenter™ software. OED will issue a reusable license to each participant. OED will also provide assistance to participants with instructional course design, on-line learning activities, final beta testing, preparation of streaming video clips, collaborative (live) sessions and course deployment.
Prerequisite: A working knowledge of PowerPoint® is required for this course.
The course has 10 lessons:
- Lesson 1—Review of Adult Learning Principles and Best Practices for Teaching Online
- Lesson 2—Introduction to Instructional Systems Design (ADDIE)
- Lesson 3—Section 508: It’s the Law!
- Lesson 4—Planning and Designing Your Course
- Lesson 5—Previewing and Publishing in Adobe® Presenter™
- Lesson 6—Importing and Recording Audio
- Lesson 7—Adding Animations and Video
- Lesson 8—Adding Assessments and Surveys
- Lesson 9—Inserting and Managing Learning and Scenario Interactions
- Lesson 10—Final Assignment—Putting it all Together!
For practice exercises, the student will be working on pre-existing course materials and also on their own TEL course/lesson materials. The final project will be the student completing one lesson of their own TEL course and presenting it to the instructor via WebEx.
- Technology Enabled Learning is defined as instructional content or learning experiences delivered or enabled by various electronic technology.
- Blended Learning: A course that blends face-to-face interaction such as in-class discussions, active group work, and live lectures with typically web-based educational technologies such as online course cartridges, assignments, discussion boards, and other web-assisted learning tools. The degree to which the design of hybrid courses utilize traditional classroom and online learning environments varies, being largely dependent on the subject matter and overall nature of a course. Regardless of design, such courses may be expected to deliver instruction in both an asynchronous and synchronous manner, and are becoming increasingly prevalent in today’s society (Wikipedia, http://en.wikipedia.org/wiki/Blended_learning, accessed 10/22/13.)
- Synchronous eLearning: Synchronous eLearning, commonly supported by media such as videoconferencing and chat, has the potential to support e-learners in the development of learning communities. Learners and teachers experience synchronous e-learning as more social and avoid frustration by asking and answering questions in real time. Synchronous sessions help e-learners feel like participants rather than isolates (Educause, 2008, Asynchronous and Synchronous E-Learning, http://www.educause.edu/ero/article/asynchronous-and-synchronous-e-learning, accessed 10/22/13.)