Designing multi-device learning practice with Adobe Captivate
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This document describes the design and development of multi-device language practice for English language learners using the ADDIE instructional design model. The analysis identified students' needs to improve listening skills through additional self-paced practice accessible on different devices. Design criteria from the LORI were used. Lessons were developed in Adobe Captivate to be device-agnostic and include videos, questions, and feedback. Implementation involved students completing the practice in labs or at home. Evaluations found high student motivation and usability, that it enabled self-paced learning, and generally improved listening skills. Instructors saw benefits but noted the initial development costs.
Designing multi-device learning practice with Adobe Captivate
- 1. Designing multi-device language practice for learners Louise Lee, MEd., M.A. Meghan Collins, BScH, MEd TESL York University English Language Institute School of Continuing Studies
- 2. Instructional design model - ADDIE Analysis Design DevelopmentImplementation Evaluation
- 3. Analysis • Students’ characteristics • Turkish EFL students • High beginner and low intermediate levels in EFL context (Age 17-20 High School graduates) • Students preparing for HRM certificate program in Canada • Advanced (Age 20 – 45) • Students in an EAP program in Canada • Advanced – mostly business students (Age 17-20 High School graduates) • Need to fulfill listening requirements in a short time • 4 to 8 weeks
- 4. Analysis (Continued) • Students are connected. • Many mobile users – What device do you usually use when accessing the Internet? 0 10 20 30 40 50 60 EFL Ss in Turkey HRM Ss in Canada EAP Ss in Canada Devices Used to Access Internet Mobile Computer Tablet
- 5. Analysis (Continued) •Needs • Improve listening skills via additional, self-paced practice • Find a technology accessible to students using different devices
- 6. Analysis (Continued) Adobe Captivate 8 • Rapid responsive electronic authoring tool used for creating e-learning content • Can make randomized quizzes with multiple choice, true/false, matching, ordering, fill-in-the-blank, etc. questions • Video can be linked in and controlled by user • Easy design for multi-device • Content can be delivered to the web, mobiles, computers, tablets • Design pc slides, Adobe Captivate automatically generates tablet and mobile versions
- 7. Design 1. Content quality 2. Learning goal alignment 3. Feedback and adaption 4. Motivation 4. Presentation design 5. Interaction usability 6. Accessibility 7. Reusability 8. Standards Compliance Learning Object Review Instrument (LORI)
- 10. Sample Work Go to: http://yueli.yorku.ca/media/louise99/HRlistening/
- 11. Development • Used the same format • Short overview of learning outcomes • Instructions: listen twice, take notes, then answer questions • Video presentation • Questions • Multiple choice, True/False, Ordering, Matching, etc. • Randomized possible answers • Feedback / Review the quiz • Grade, certificate
- 12. Development (Continued) • Researched and located relevant, appropriate listening materials • Turkey: General content – TV shows, short YouTube videos • HRM: HR related topics from TED Talks • EAP: Reused the learning objects designed for the HRM course
- 13. Implementation • Turkey • Replaced the existing listening homework with these listening quizzes; have instructors monitor completion • HRM course • Students complete the self-paced practice in the computer lab • Use Moodle Gradebook to track progress • 2 EAP courses • Students complete the self-paced practice in the computer lab or at home • Use Moodle Gradebook to track progress
- 14. Evaluations Student satisfaction survey 1. Motivation 2. Usability and ease of use 3. Self-paced learning 4. Perceived improvement
- 15. Evaluation Student Satisfaction Survey 0 10 20 30 40 50 60 70 80 90 100 EFL Ss in Turkey HRM Ss in Canada EAP Ss in Canada Motivation Interesting - Very Interesting Not Interesting Boring
- 16. Evaluation Student Satisfaction Survey (Continued) 0 10 20 30 40 50 60 70 80 90 100 EFL Ss in Turkey HRM Ss in Canada EAP Ss in Canada Usability & Ease of Use Easy to Very Easy Difficult Very Difficult
- 17. Evaluation Student Satisfaction Survey (Continued) 0 10 20 30 40 50 60 70 80 90 100 EFL Ss in Turkey HRM Ss in Canada EAP Ss in Canada Self-Paced Sometimes/Always Rw FF Watched 2+ Times
- 18. Evaluation Student Satisfaction Survey (Continued) 0 10 20 30 40 50 60 70 80 90 100 EFL Ss in Turkey HRM Ss in Canada EAP Ss in Canada Perceived Improvement A Lot A Little No
- 19. Evaluation (Continued) The Student Satisfaction Survey results show • Motivation is strongly linked to the relevance of the content • The usability level is high • The practice enables self-paced learning • Perceived improvement is generally high
- 20. Evaluation Cons Pros From the instructors and designers’ views
- 21. Evaluation – Cost comparison In-house development • 2 Adobe Captivate licenses = $600 • 160 learning & development hour$60 = $9600 • Total development cost = $10,200 Off-the-shelf software • Compared to an existing textbook • $7 / per student for the online component • $10,200 / 7 = 1457 • Need 1457 students to offset the cost VS
- 22. Evaluation - Pros • Software development • Sales, marketing & training skills Institutional knowledge • Quality online content • Can be delivered to a large audience Quality & scalability • Integration with the learning management system • Learning analytics Other potentials
- 23. References • Instructional Design.org (n.d.). ADDIE model. Retrieved from: http://www.instructionaldesign.org/models/addie.html • Nesbit, J., Belfer, K., Leacock, T. (n.d.) Learning Object Review Instrument (LORI) User Manuel. Retrieved from: http://www.transplantedgoose.net/gradstudies/educ892/LORI 1.5.pdf.
- 24. Contact Information Louise Lee Email: louise99@yorku.ca Twitter: @louiselee22 Contact Information Meghan Collins Email: macollin@yorku.ca Our Presentation is available on Slideshare