Topic 3 - Web 2.0, digital media, and other emerging technologies

In this week, we created a video based on the ADDIE model.

Detailed description of the group activity:

1. Create a digital narrative (i.e. a video or animation) following the 5 steps ADDIE model.
   Tools: Go animate, Scratch, Windows movie maker, or other technological tools.
   Duration : Around 5-10 mins, maximum 15 mins.
   Objective: Teaching a specific topic.
2. Invite at least 5 classmates to try it, and provide feedback to your video.
3. Write a reflection on 1) the development of this video, and 2) what you learnt through this process.

The topic of our video is typhoon.  

Our reflections on the development of this video are as follows:

Group 2’s reflection on the development of this instructional video using the ADDIE Model

Analysis
Learner Analysis	People who live typhoon-prone areas/regions, in particular, adults have cognitive thinking ability
Performance Analysis	The learner, though frequently encountering typhoon, might lack knowledge of typhoon and the relevant skills to stay safe
Learning Objectives	To teach people who live in typhoon-prone areas/regions more about typhoon, including the formation of typhoon, different names of a typhoon in different regions, the effects of a typhoon, the warn signals in Hong Kong, the ways of protecting ourselves from a typhoon
Content Analysis	Learning materials: pictures, videos, text, animation Methodology: 1. gain attention from learners and increase their interest 2. activate previous experience 3. explain the definition and feature of typhoon 4. give advice to save themselves in typhoon 5. activate prior knowledge Prerequisite knowledge: n/a
Delivery Analysis	The knowledge will delivered in a video, which is uploaded to YouTube
Timeline	Within 4 weeks (from 25 Sept to 22 Oct)
Formative Evaluation	Evaluation of the validity of the above analysis
Design
Design Objectives	Use powtoon to make an video teaching knowledge about a typhoon. (including visual, audio technological strategies; use of visual cues to teach factual knowledge) Put brief introduction of the video to guide learners to think about a typhoon. (cognitive development) Include question in the beginning of each session to activate previous knowledge/experience Add true and most recent disasters, i.e. Typhoon Hato in the learning video to make learners feel the damages of a typhoon. Take advantage of images to visualize the formation of a typhoon, which makes the complexation into simple things. Learners can have a better understand of a typhoon.
Formative evaluation	To evaluate whether the design of the video could meet the learning objectives
Development
	Tool: PowToon  (an animation creation tool) Benefits: easy to use, free, lots of available templates and graphic/images Use PowToon to make knowledge interesting and engage learners Quality Assurance: Check by group mates to ensure the content is correct, no spelling mistake.
Formative Evaluation	To evaluate whether the development of the video is in line with the design
Implementation
	Deployment - Publish the file to YouTube (easy to access, stable platform) - Provide the URL to learners - Can be access on mobile/desktop - Invite 5 people to watch the video and give feedback
Formative evaluation	To evaluate whether the implementation fits with the students’ needs
Evaluation
Formative and Summative	We identified several steps to conducting formative evaluation: To evaluate with the following questions: Are the learning needs identified correctly? Are there indications that the learning objectives be met? Are the learning objectives meet? Do the objectives need to be revised? Have additional course topics come up which need to be taught? Summative: Give a quiz to students A questionnaire to gain feedback from the students
Kirkpatrick’s four levels model (Kirkpatrick, 2006)	Table 1

Reaction Sheet (Table 1)

		Disagree       Neutral   Strongly                                       Agree
1.	The video is easy to access.	1      2           3         4         5
2.a.	The lesson flow in the beginning of the video is useful as it informs viewers of the content that will be covered.	1      2           3         4         5
2.b.	The clips in the beginning of the video on the damage of typhoon Hato grabbed your attention.	1      2           3         4         5
3.a.	The content of the video is sufficient enough to enhance your understanding of typhoons.	1      2           3         4         5
3.b.	What information is most useful to you?	---------------------------------------------------------------------------------------------------------------------
3.c.	What other information could we add to make the video more useful?	---------------------------------------------------------------------------------------------------------------------
4.	The use of speech bubbles is effective.	1      2           3         4         5
5.	The text, photos and animations help to further enhance your understanding of the content.	1      2           3         4         5
6.	The explanations are clear enough for you to know how to keep yourself safe when encountering a typhoon.	1      2           3         4         5
7.	Any additional comments regarding the video?	---------------------------------------------------------------------------------------------------------------------

Questionnaire on google form:

https://goo.gl/forms/fcgco6Zje3VPhDgR2

Reflections of what we learned through this process:

Matthew

In this assignment, we have created a learning material based on the ADDIE model. Throughout the process, we could understand why this model puts so much effort in emphasizing the importance of evaluation. During the development of a learning material, all the phrases, e.g. planning, design, development, are indeed interrelated and affect each other. The evaluation in each phrase could therefore ensure the whole development of the learning material is following the right path, avoid unnecessary big changes, and thus ensure efficiency.

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Stella

From this assignment, we consider more elements when making this video for students to learn from the aspect of ADDIE. First of all, I know the most important thing to prepare an educational video is to fit the watching audiences with different cognitive thinking development. As an educational video, it should meets different audiences’ demand. So knowing the audiences is necessary for me during this program. Secondly, I learn the way of making video interesting is to use funny animation to help audiences engage in the video for a long time because boring graphics and texts can distract the concentration of audiences. So I think Powtoon is an amazing software to use.( I haven't known it before) But what a pity is that it is complex to add voiceovers into our video. Finally, I learn that practice and feedback for our work is significant since it is conducive to us finding our shortage and making us know in what degree our video does work for audiences. Owing to this point, we create several questions for our 5 volunteers. Therefore, I will use this step to communicate with my students to improve my teaching in the future. It really works.

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Sharon

It took us a while to decide the topic as we would like to present a useful and interesting topic to our classmates. We have finally decided to create an animation about how to stay safe during a typhoon. This topic is inspired by the recent Typhoon Hato which has brought serious damage to Hong Kong and Macau. When designing an e-learning lesson, I have learnt that the ADDIE Model is very useful in providing guidelines in structuring the lesson. In this assignment, we followed the ADDIE Model to design and create the animation. Since it is my first time creating an animation using this tool, it took me sometime to familiarize myself with the functions of this tool. 

Creating this animation is a clear example of learning by doing. I have also applied a few instructional strategies in creating this animation. According to Lo & Hew (2016), the design principles of signaling, e.g. highlighting the important concept by using ‘formula box’, helps to reduce extraneous processing. Applying this design principle in the video, I have highlighted some important points in different colours, and some have been highlighted using a red circle, e.g. the naming of a tropical cyclone in different regions. Furthermore, to support personalized learning, I have put some of the words in conversational style rather than formal style. 

For the technological affordances and constraints of using animation (PowToon in this case) in an educational context, on one hand, this tool is very useful as it affords multimedia learning. I am allowed to import different media to the video such as pictures and own videos in supporting the learning content (i.e. how to stay safe during a tropical cyclone). However, its constraint is that it is quite difficult to add voice-overs in the video while the background music is playing. Moreover, in the current version, it does not support collaborative learning very well. Currently, the tool is on a beta version of allowing creators to collaborate and edit the same file on the platform. My group and I tried to edit our video on the platform but we faced some difficulties in sharing and editing the file. We have used Google Form to support our collaboration instead. 

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Cedric

In the beginning, we needed to decide what application to be applied for producing the video. Our consideration was that the application must be easy to use for all of our member and sharing to others easily. In doing so, we met a problem that the prior knowledge about the use of video editing application is different between members, after the discussion, Powtoon was selected which fits to the above criteria of easy to use and share. it lets me think about the prerequisite when conducting the collaborative learning, such as the prior knowledge of the application. 

In fact, later on, we discovered some problems while using the Powtoon to do editing. One is that only the music can be edited in free version, that’s why there is no dubbing in the video. The other problem, that we know later, is that we can not co-edit the film with the failure of online sharing, here we must thank to Sharon to edit the video. In this case, I gain the experience about the collaboration with the use of different online applications. Furthermore, It concerns some issues about the prerequisite of collaborative learning. What is the prior knowledge the learner need, should they have the prior knowledge and how can they have it before starting the collaborative learning? But I think we have really conducted the peer learning.

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Arti

In this assignment, the primary focus was to create a digital narrative by applying the principles of the ADDIE model. Through the process of constructing this learning material, I better understood the inter-relations and inter-dependencies amongst the five phases. 

Moreover, I recognized that evaluation is not just a phase, but a ubiquitous element of the process of learning material development. Evaluation acts as a filter mechanism through each phase prior to binding the result of the outcomes of each phase.

For instance, the analysis phase entailed brainstorming and jotting down several topics that could be used to develop the learning material. However, prior to proceeding to the next phase we decided to evaluate each topic for its relevance to the target audience. One such topic, “earthquakes” was found to be irrelevant in a local (HK) context, as it’s not something students heard or read about frequently. The evaluation process acted as a filter early on, and thereby ensured that more effort and energy would not be expended on a significant yet irrelevant topic in the local geographical context. Similarly, evaluation was used in a formative manner through each phase and eventually, used as a summative assessment tool through two sources:

      (1.) a feedback form from the user/audience,

      (2.) the user/audience responses to the online quiz.

Both of these when evaluated individually and collectively, which would further improve the development of a revised version of the video and to assess user/audience understanding of the topic.

Thus, evaluation forms the basis of effective execution of ADDIE model.

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References:

Kirkpatrick, Donald L. (2006). Evaluating training programs: the four levels. San Francisco, Calif.: San Francisco, Calif. : Berrett-Koehler.

Lo, C. K., & Hew, K. F. (2016). A comparison of video production styles in Mathematics Flipped Classroom: Examining students’ preferences. In C. K. Looi, J. L. Polman, U. Cress, and P. Reimann (Eds.), Proceedings of the 12th international conference of the learning sciences, Volume 2 (pp. 1282-1285). Singapore: International Society of the Learning Sciences.