A Sigh of Relief...

Finals are over! This semester was much busier than I expected. ITEC 830 was a great learning experience. I've always thought of myself as being 'tech savvy' but after this course in web 2.0 and all it has to offer, I feel like a tech newbie again. 15 weeks later, I am now blogging, creating wiki books for projects and learning about a bunch of other collaboration software. It's really cool.

The more I talk about these new technologies, my friends become more interested and suddenly I've got people buying me dim sum on Facebook!

I thought I had it all planned out...leave my post in corporate America, head back to school and get my MA in Education (quickly) and then re-enter the workforce to 'do training' somewhere. Pretty easy plan to execute.

1 year later, I am engaging in conversations on how to use web 2.0 technologies to solve common problems in the office, launching a social networking site for ITEC, designing and developing collaboration and wiki tools for a high school forensics team and...the list goes on.

The doors are wide open...and as I said after completing my undergrad degree, "the future is bright, so I gotta wear my shades!"

I had a blast with my colleagues in all my classes. This summer will be busy with projects, a consulting gig and an internship. So I wish everyone a great summer break and see y'all on campus in the fall!

And...
Don't forget to sign-up on myITEC!

Just 2 Weeks to Go!

This week we discussed our experiences at the Web 2.0 Expo. While Jing was the highlight of my visit, I was excited to learn about Octopz. I've collaborating with other Flash students and the instructor using email and chat to troubleshoot issues with our projects when not in class. How great would it be if we could use this application to further enhance our collaboration? Thanks Gigi!

We also had a course wrap-up. I can hardly believe the semester is almost over?! Just think 12 short weeks ago we were just beginning adventure into Web 2.0! And now we're all "experts" on innovative technology. As Kim mentioned, it is up to us, as Instructional Technologists, to figure out how we will use these tools to enable meaningful, collaborative, educational experiences.

I remember when I first started my career in IT, I always said I sat at the corner of business and technology. I solved business issues with technology enablers. Well now the same could be said with my newly acquired knowledge in web 2.0. It's exciting really.

With 2 weeks to go...we still have to finish the proposal and get the ITEC social networking site working. So back to the laptop I go!

Jing Me Baby!

The Web 2.0 Expo was in town last week at the Moscone Center. The scene was reminiscent of tech trade shows I attended over the years. Animated salespeople with a story to tell. It also reminded me a lot of the Swap Meet at the Aloha Stadium on Oahu!

It was a crazy scene...free pens! free t-shirts! free erasers! free beer and wine! free champagne! Was it a party or a conference? After 30 minutes wandering aimlessly from booth to booth. It became obvious that there was more than just drinking and eating going on that evening. Salespeople and their admirers were engaged in the latest techno babble hitting the web 2.0 scene.

Personally, I was drawn in by the Jing Project from TechSmith (the makers of SnagIt and Camtasia, both popular screen capture applications (still and video respectively). Through the Jing Project, TechSmith is inviting people to download and test-drive Jing and provide feedback (likes, dislikes, hates, and loves) via their blog...or wiki. But let's be clear, Jing is 'not really a product' according to the sales people. Based on the response and feedback from the public, TechSmith will determine if they will move forward with the project.

But what exactly is Jing? Jing works a lot like their other screen capture products (see above), but instead of having your images or videos captured on your computer, the content is stored at Screencast.com (a video hosting site owned by Techsmith). You have the ability to edit your content before storing it on Screencast.com. Once saved, Jing places a URL on a clipboard that you can use to share with others via email or embed on your blog.

During this initial project run, the membership fees associated with Screencast.com have been waived. And if/when TechSmith decides to pull Jing off the web, users will have ample time to pull their videos off Screencast.com before they are removed.

The web teaser on their sites, talks about the developer tired of talking to people about what he did...he wanted to show people what he did. And that is how Jing was born!

So go ahead and Jing...you know you want to!

Welcome Home!

During our discussion this week, I was pleasantly surprised to see screen shots of the Williams-Sonoma, Inc. corporate website. It brings me back to the golden age of the internet (circa 1999) when the company launched its first e-commerce website during a time when all the retailers were getting out of the 'bricks and mortar' and onto The Net!
I spent about a year working on launching and improving the functionality of the sites- facilitating the 'voice of the customer'. It was a crazy time.

Our sites were very successful. Our e-commerce team was the focus of a 2000 Harvard Business School case study. We won a Webbie in 2000. Hit first million in less than first 6 months of being online.

A fun time...a stressful time...the gold rush we have yet to see again...

Sunny day, sweeping the clouds away!

Below is a review of the Sesame Street online learning site. It is designed to complement the popular television series.


Learning Audience
Preschool children aged 3-5, with a direct aim at 4 year olds. The site is a learning complement to the popular television show. Site navigation requires the assistance of an adult.

Gain Attention
As a page loads, colorful numbers appear to simulate the counting exercises seen on television. Each page opens with colorful cartoon graphics, audio and sound effects like the popular television show. The target audience can relate to their favorite characters seen on the show.

Inform Learners of Objectives
Through interactive games and activities, the learner is immersed in Sesame Street. The learning objective is not explicitly stated for any of the activities, but rather it uses the underlying principle, “learning is fun!”

Stimulate Recall of Prior Activity
The site is designed to complement the PBS television show. There is heavy use of the show’s characters and games that simulate the on-air content.

Present Content
The games and activities are designed to make learning fun. The activities are organized in four child friendly categories:

1. Games: Within this category, there are games about letters, phonics, numbers, shapes, etc.
2. Stories: Virtual storybooks are presented in this category. Some are ‘page flippers’ while others are interactive, requiring the learner to make decisions throughout the story and resulting in different endings each time.
3. Art: Virtual coloring books allow the learner to paint a picture of their favorite Sesame Street character (coloring between the lines has never been so easy). In addition, coloring book sheets can be printed so the learner can create their own art for their walls.
4. Mail: The Learner can send emails to their favorite Sesame Street characters or an E-card to friends and family.

Provide Learning Guidance
All activities are engaging and positively reinforce the learner. Examples are audience appropriate. Learners are instantly comfortable with the online experience, as they recognize the characters from television.

Elicit Performance
Most of the activities include multiple rounds of the same exercise using different elements (e.g. matching exercises repeat the exercise using different letter or phonics). The repetition helps ensure the information is retained.

Provide Feedback
The characters provide immediate feedback- praise if the answer is correct; encouragement if the wrong answer is selected. True to its character on television, Oscar the Grouch is less patient and provides hints after three unsuccessful tries in his activities.

Assess Performance
In some cases, the activities utilize a ‘test and tell’ model. Here, the Learner is asked to perform a task without knowing the content. It is through this exploration, that the learning occurs.

Enhance Retention and Transfer to the Job
Game based and fun, the Sesame Street has created an interactive site that should promote further learning beyond the sixty-minute television program. It can be a powerful tool that enhances the learning experience for its intended audience.

Site Pros

• Site utilizes, ‘test and tell’ learning concept
• A great representation of Sesame Street and its main characters
• Language is written in an audience appropriate tone and context
• Navigation for children makes sense- click on a character to learn what activities they ‘host’
• Employs self-direction learning skills in some activities

Site Cons

• Some activity pages require some time to load
• Navigation can be confusing and over stimulating for adults

830 Mash-Up

This week's class was a mash-up in it's own right...A Whole New Mind presentations...5 panel stories...updated class syllabus...Design of Everyday Things...and final project ideas! Let's face it, the semester is coming quickly to an end. So I guess it's time to buckle up and enjoy the ride. Are there any Web 2.0 applications that can help me cope with the next 5 weeks?

The Design of Everyday Things

In his book, The Design of Everyday Things, Donald Norman provides the Mercedes Benz seat controls as "an excellent example of natural mapping." If you look closely at the picture on page 24, you will see that the headrest adjustment is placed behind the seatback adjustment. Logical given the real estate on the door panel- perhaps? Fast forward to 2002 and look at the following picture taken of a Mercedes Benz seat control.

The controls really mimic the shapes of the headrest, seat, and steering wheel. Push the headrest button up and the headrest moves up. Pulling the steering wheel button closer to the seat and it move closer to the driver; move it up and down and the steering wheel moves up and down. Excellent just got even better!





In the same car, the HVAC controls are less clear. The user can expect these controls will operate the air conditioning, heating, etc. (affordance). The buttons to produce warmer (red) and cooler (blue) air are clearly marked with the added bonus of temperature readings in the digital display (visibility).

If you inspect the air flow controls (Can you tell where they are?) There are arrows and icons that make little to no sense. If you want to engage the air conditioning, which button do you use? Can you tell what happens if you push the button on the left next to the digital display? The mapping of many of these controls is less clear. The owners manual dedicates 8 pages to the operation of the HVAC system. By the way, when you purchase a Mercedes Benz, there is an orientation (30 minutes) given on the car before you drive it off the lot. If you have questions, There is a 384 page manual provided. And if you don't want to carry it in your car, you can keep the quick reference manual (18 pages, spiral bound) with you instead.

So now fast forward to 2008 and look at the "improved" HVAC controls. The user can expect this set of controls to operate the air conditioning, heating, etc. Affordance, check! The controls are clearly marked and it is obvious what each of the buttons and dials will do. Visibility, check! Turn the dial up to increase the heat or down for lower cabin temperature. Mapping, check!