The taskbar model presentation
- 1. The Taskbar Model for ANGEL Learning Management System presenters: Lisa Rapple, Kimberly Balko, Teresa Smith intuitive navigation for students flexible course management for instructors
- 2. Why design a new model? Student navigation needed to be intuitive Needs of instructional course design were not being met Needed more flexibility! There were limitations in the popular design model Linear design ALL content had to be chunked into modules Nested folders, pages, etc. made navigation confusing.
- 3. Intuitive Navigation! If you design a model that navigates similarly to a webpage, navigation becomes intuitive based on students prior experiences on the Internet Table of Contents Sidebar of buttons “ next” & “previous” (go between modules) No nested content
- 4. Instructional design needs! Activities need to extend beyond one module. (i.e., discussions, larger projects) flexibly Activities need to overlap (discussions) flexibly Students need access to content, without total access to assignments/activities/discussions
- 5. Instructional design needs! Resources need to be organized for constant access, easy reference, easy update. Minimize dead links (all main links go to folders) ALL categories of material need primary level access Individual courses need to be customized
- 6. Solution! I’m going to put a chart in here showing how the Taskbar model is set up . Research Methods Advanced Clinical Practice
- 7. Successful Course Examples! Research Methods Kimberly Balko - developer Advanced Clinical Practice Teresa Smith - developer Gender Health Joe Zoske - developer Healthcare Delivery Systems & Policy Rebecca Hegel - developer Global Health Kimberly Balko - developer
- 8. ABSTRACT The Taskbar Model was developed to provide 1) a flexible platform within the learning management system for presenting course content and 2) to give students an easy and intuitive method of navigation through complex course materials. Characteristics of the model include; ease of navigation from module to module, opening discussions and larger activities over several modules to enhance deeper discourse on a discussion topic and scaffolding within a large activity or final project, instructor flexibility to introduce assignments sooner or hold back assignments to accommodate the learning progress of individuals and/or the class as a whole, and ease of communication with instructor and peers. The model navigates similarly to a webpage to give the student a familiar context and it eliminates the “nesting” of content. We will present the generic model that is available for course development or revision and we will show two courses as they exist in the model to represent the customization possibilities.