Taylor_ Learning Unit for a MOOC using [New] Media

The University of the West Indies Open Campus

A Paper Presented in Partial Fulfillment Of the Requirements of

EDID6506 - Issues, Trends, Innovations and Research in Instructional Design, Instructional
Technology & Distance Education
Trimester 3 2013-2014

Assignment: Create Brief Learning Unit for a MOOC using [New] Media

Course Coordinator/Facilitator: Dr. Camille Dickson-Deane

Course Facilitator: Dr. Camille Dickson-Deane

Submitted by Laura Taylor

Student ID# 406002917

Date Submitted: October 23, 2014

Taylor_ Learning Unit for a MOOC using [New] Media

Table of contents
TABLE OF CONTENTS ........................................................................................................................................... 2
INTRODUCTION ...................................................................................................................................................... 3

THE LEARNING UNIT ................................................................................................................... 4

AIM, GOAL AND OBJECTIVES ....................................................................................................... 5
TARGET AUDIENCE ...................................................................................................................... 5
THE LESSON FORMAT .................................................................................................................. 6
ASSESSMENT............................................................................................................................................................ 9

APPLICATION ASSESSMENT.......................................................................................................... 9
PERFORMANCE RUBRICS ............................................................................................................ 11
INSTRUCTIONAL STRATEGIES AND LESSON DESIGN ............................................................................. 12
REFLECTION ......................................................................................................................................................... 15
APPENDIX .............................................................................................................................................................. 21
REFERENCES ......................................................................................................................................................... 24

Taylor_ Learning Unit for a MOOC using [New] Media

Introduction
Its not the professors or the prestige of the university that bring value to [MOOCs], it is
how well designed they are to meet the needs of each learner (Mazoue, 2013).

A brief learning unit that caters to the learning needs of children ages five years old and over is
created to facilitate the development of a Massive Open Online Course (MOOC). The learning
unit features a variety of instructional strategies, as supported by principles from several
psychological learning theories that were championed by pioneers such as Albert Bandura Social Learning Theory, Roger Schank - Goal-based Learning, and B.F. Skinner - Operant
Conditioning (Instructional Design, 2013). Additionally, Merrills First Principles for the design
of effective instruction guided the design and development of the learning unit.

The unit facilitates the creation of a MOOC. Characteristic features of the MOOC include its
potential for independent learning, collaboration, group work, peer review and support,
assessment, and synchronous learning among the users. A MOOC requires a massive
subscription of users to qualify being termed as a MOOC but according to Hicken (2013)
numbers are mainly achieved when there is some prestigious or higher learning institution
associated with the curricula or design. In light of this statement, Hicken (2013) also posited that
a MOOC-like experience is facilitated with good instructional design and is achievable with
smaller numbers. In this regard, the learning unit as designed for this paper includes independent
learning, online assessment of exercises and feedback from the instructor. It is also open, online
and incorporates a variety of instructional strategies that were selected with the primary focus of
achieving learning goals. The design of the standalone learning unit was also included the
creative use of an animated, internet-based, teaching-learning software tool called PowToon

Taylor_ Learning Unit for a MOOC using [New] Media

which greatly facilitated its standalone feature. The learning unit is described below to show its
name, its purpose, its target audience, course goal and objectives.
The Learning Unit
The topic of instruction is called The at Word Family which describes words which end with
the same at word ending. The idea is for this instruction to be a unit within a MOOC which
would have a curriculum that focuses on several other elements of literacy for young children
from ages five. This lesson is therefore a standalone unit that has a goal of teaching learners how
to recognize at words by sound and in text. Its goal extends to helping them to understand that
these words sound alike and have the same word ending. It is the understanding that because of
the similarity in sound and appearance in text that the words can be grouped together and are
therefore related to form a family of words.

The lesson discusses at words using a variety of techniques and methods. Initially, the at
family is likened to a regular house and family to instill the analogy that the words are all related
and fall under the same roof. The narration and repetition of the words convey the message
that they all rhyme and sound alike. The use of colour to highlight the word endings relays that
they share the same at ending. To this end, a type of sing-song rhyme was created to assist
with the information processing, schema building, cognitive processing and knowledge
construction of the material through repetition and practice, use of pictures, graphics and events
eg. cat sat on my hat and made it go splat [splat graphic] (see Slide 6). The short,
entertaining, singsong rhyme is as follows:
The At Word Family
The fat cat sat on my hat and made it go splat.
Here is the rat that sat on my mat.
The bat is on vat so that is that,
4

Taylor_ Learning Unit for a MOOC using [New] Media

Now all my words are in the house called At.

Aim, Goal and Objectives

The overarching elements of this unit are therefore:
Overall Course Goal: To recognize the relationship among at words by linking sound
and its appearance in text.
The Aim: To use at words in a manner that demonstrates the learners ability to
identify, select and write them with 100 percent accuracy.
Objectives
Objectives were identified to support the overall goal of the lesson as well as a guide for linking
practice and application of information to the instruction. They tell learners what is expected of
them during the lesson and at assessment. These are defined as:
After viewing the animated [PowToon] lesson, participants should be able to:

Match correctly at least five at words to their corresponding pictograms without

any errors after viewing the PowToon cartoon. (Psychomotor Domain Skill;
Cognitive Domain - Knowledge).

Select correctly at least five at words from among a set of multiple choice items.
(Psychomotor Domain Skills; Cognitive Domain - Knowledge).

Target Audience
Children from age five years are targeted in the lesson unit. Since these children are not of age,
the unit also includes brief written guidance for the parent/teacher so that they can be encouraged
to assist their children/students with understanding the instructions and how to access exercises
and tests. Nonetheless, the normal developmental milestones for children of this age were
considered as major factors while the unit was being designed and piloted. According to the
Centers for Disease Control and Prevention (2014) developmental milestones for children up to

Taylor_ Learning Unit for a MOOC using [New] Media

age 5 years show that a child of this age has certain qualities that include their likelihood to agree
with rules; they like to sing, dance, and act; they show concern and sympathy for others; can
speak clearly; can tell/retell a simple story using full sentences; they should be able to count to
10 or more; and know about everyday things and activities. Children should also be able to
create letter patterns, recognise everyday pictures, connect rhyming words, and form letters
(GreatSchools, 2014). They should also be able to recognise letters and letter-sound matches,
begin to match spoken word with written word, begin to write letters of the alphabet and some
words they hear often and participate in rhyming games (Reading is Fundamental, 2014). Thus,
instructional strategies were incorporated to accommodate these capabilities so that the lesson is
catered to meet the learning and developmental needs of children age five and up.

The Lesson Format

This lesson is conveyed to learners in an animated format which according to research adds
interest, encourages engagement, excitement and motivation and is appealing and humorous
through the use of enhanced audio and visual graphics (Tversky, Bauer Morrison, &
Betrancourt, 2002). PowToon animated software is used to facilitate the lesson. This internetbased, Powerpoint alternative, enables the creation of appealing, standalone video animations
(Presentation Technology - PowToon: Review, 2013) for my lesson unit. As a new and
emerging trend in animated instruction, this software is exciting, dynamic and can be used for a
variety of purposes and presentations. It is also simple to use by way of selecting and dragging or
using drag/drop motions to add characters and information to slides. In addition to the pre-set
animation, music and selection of templates offered within the software, PowToon designers can
upload external media to the PowToon media library for insertion into slideshows/movies. The

Taylor_ Learning Unit for a MOOC using [New] Media

software provides mainly cartoon images that may be appealing to all users/viewers but that are
especially suitable for this learning unit as the cartoon images and characters that are appealing
to young learners. By using this animated format, the learning unit is attractive to the targeted
young learners and facilitates a learner-centred approach to learning and using at words.

The learning unit is made available on the internet to facilitate its open and online feature. It
may be viewed at http://www.powtoon.com/show/dggIC0FRxg4/the-at-word-family/ and may be
used to enhance face-to-face classroom instruction or by parents to allow for practice and deep
learning of information delivered at school. Participants of the learning unit are permitted to
complete assessments and return them to the instructor for feedback. Alternatively, they may
download and print exercises and worksheets for personal practice.

The PowToon animated learning unit is approximately five minutes in length but viewers may
pause or stop the slideshow at any point during the presentation. This allows for self-paced
learning, rather than learning at the pace of the presentation. Users can also review any
instruction that was unclear or moved too speedily through the show. The lesson features verbal
guidance through uploaded MP3 voiceovers of the designer/instructor about learning information
and instructions for completing lessons. Other features include an upbeat musical background,
slide show, and animated characters.

The main animated character substitutes and simulates a face-to-face instructor who conducts a
lecture-presentation. It also hosts two animated learners, one of which observes and actively
participates during the lesson. The disadvantage, as associated with MOOCs, is reflected in the

Taylor_ Learning Unit for a MOOC using [New] Media

inability to provide active discourse, feedback and interaction with the instructor. This is a major
shortcoming of MOOCs when compared with other forms of learning teaching environments.
Scagnoli (2013) noted that there must be feedback to demonstrate student learning, the quality
of student learning and guidance to improve and encourage cognition and knowledge
construction. Attempts at rectifying this was done in providing learning support to participants
by encouraging them to email or submit their worksheets/assessments to the instructor for review
and feedback. (See Appendix - Figures 3, 4. And 5 for screen shots of the lessons assessment
form).

Taylor_ Learning Unit for a MOOC using [New] Media

Assessment
Application Assessment
Learning assessments were included to assist users in attaining objectives of the lesson unit.
These assessments may be viewed on slides 16, 18 and 20. Examples and cues for successful
completion were included in these practice sessions such as circling the at word and its
corresponding picture, then drawing a line from one to the other (slide 16). This enabling
objective #1 stated:
After viewing the animated [PowToon] lesson, participants should be able to:
o Match correctly at least five at words to their corresponding pictograms
without any errors after viewing the PowToon cartoon.
This objective will assess both the psychomotor skills and cognitive skills of the learner. The
learner will be required to draw a line from a picture to its corresponding label. (See Appendix
Figure 1 for a view of the Worksheet).

In similar fashion, Enabling Objective#2 addresses skills and knowledge and states:
After viewing the animated [PowToon] lesson, participants should be able to:
o Select correctly at least five at words from among a set of multiple choice
items.
This unit is ultimately tested as users are encouraged to complete an assessment exercise for
submission to the instructor for feedback (See Appendix Figures 4, 5, 6 for views of the
Assessment Form). These tests will be sent via email to the users. They not only assess learning
based on the two enabling objectives, but has an added component which encourages users to
integrate their knowledge of at words with pre-existing knowledge of simple sentence
construction by creating their own sentences using at words (See Appendix Figure 5 for a

Taylor_ Learning Unit for a MOOC using [New] Media

view of this section). The test can be easily submitted by clicking the Submit button at the
bottom of the form. Learners may also view their response rate to each question after each
attempt.

10

Taylor_ Learning Unit for a MOOC using [New] Media

Performance Rubrics
Terminal Objective
After viewing the PowToon Animated Presentation about the at Word Family, recognise at words in a manner that demonstrates the
learners ability to identify, select and write them with 100 percent accuracy.
Score

NO.

1.

2.

3.

Task
Match correctly at least five at words
to their corresponding pictograms
without any errors after viewing the
PowToon cartoon. Participant must
draw a line from the picture to the
word.
1 point is assigned for each correct
pair.
Select correctly at least five at words
from among a set of multiple choice
items.
1 point is assigned for each word the
learner correctly selects.

Inadequate
2 points or less
Participant matches less than
three at words to their
corresponding pictures.

Adequate
3 to 4 points
Participant is able to
correctly match at least
four at words to their
corresponding pictures.

Excellent
6 or more points
Participant is able to correctly
match more than five at
words to their corresponding
pictures.

2 points or less
Participant selects less than
three at words from among
the set of multiple choice
items.

3 to 4 points
Participant is able to
correctly select at least
four at words from
among the set of multiple
choice items.

6 or more points
Participant is able to correctly
select more than five at
words from among the set of
multiple choice items.

EXTRA TEST ITEM

Construct five simple sentences using
five at words of their choice.
The selected at word must be
relevant to the sentence context.
Selected at word must be spelled
with 100% accuracy.
1 point is assigned for each criteria
that is correctly accomplished.

3 points or less
Participant constructs less
than three sentences using an
at word of choice.
Some or none of the selected
at words are spelled with
less than100% accuracy.
Some or none of the selected
at word are irrelevant to the
sentence context.

4 to 6 points
Participant constructs three
to four sentences using an
at word of choice.
Each selected at words
is spelled with 100%
accuracy.
Some selected at words
is relevant to the sentence
context.

7 to 9 points
Participant constructs five
sentences using an at word
of choice.
Each selected at word is
spelled with 100% accuracy.
All of the selected at word
are relevant to the sentence
context.
11

Taylor_ Learning Unit for a MOOC using [New] Media

Instructional Strategies and Lesson Design

A variety of instructional strategies were incorporated into the lesson to facilitate teaching
learning process. Merrills First Principles for instructional design was used to incorporate a
number of strategies into the lesson. These are listed as follows:

Problem Centred Learning revolved around learning about the at word family and
recognizing this set of words as a group of rhyming words which sound the same and which
have the same ending. The words used to promote learning were simple words so that the
focus can be placed on the word ending at. Newer, unfamiliar words like that and vat were
incorporated to assist learners with extending their knowledge and understanding that at
words.

Activation Learning was activated words were mostly familiar and everyday words such as
bat, mat, cat, rat, hat and splat. Additionally, the words were grouped into a house in the
second slide to show that they are all related and fall under a single heading or roof.

Demonstration Learners were exposed to several demonstrations of the use of at words.

Firstly, Slide 3 explained how the at word is formed by putting the letters a and t
together, with encouragement from the main animated character to actually say the word.
This enabled learners to practice the phonics behind the word to encourage recognition of the
word ending in text form but also its sound, and ultimately match text and sound together.
The cartoon show from Slides 6 to 9 which showed that the fat cat sat and ended with all
the words being placed in the house of at also facilitated a demonstration and analogy of
how the selected words were related.

12

Taylor_ Learning Unit for a MOOC using [New] Media

Application Worksheets are available on Slides 16 and 18 to give learners the opportunity
to practice their skills and knowledge at identifying, matching and spelling at words. These
slides may be paused for a longer viewing time to enable them to clearly understand
instructions and learn or master the objective.

Integration Tests are included at the end of the lesson to encourage students to showcase
their skills and knowledge in matching, selecting and identifying at words.

A short test in sentence construction using any at is included in the test, for further
integration of knowledge. These extra items are not among the original set of performance
objectives but were included to push learners to a different and perhaps higher level in using
at words. Learners are required to construct five simple sentences using at words of their
choice. Performance rubrics include accurately spelling the at word and using it in a
relevant context (See Page 11, Performance Rubrics Task 3).

13

Taylor_ Learning Unit for a MOOC using [New] Media

Instructional Strategies
The following instructional strategies were incorporated into the lesson design. These are
outlined and briefly describe the way in which they were used to facilitate learning and
teaching in the unit. Slide numbers reference the point at which the strategy was utilised
within the PowToon design.

No.
1

Instructional Strategy
Practice

Description
Allowing learners to practice using the
information that was delivered.
Helping students to visualise at words as a
single family. Eg. house diagram with the
enclosed at words; pairing pictures with
their corresponding at word
Using a comparison to facilitate their
understanding of the concept of at being a
family of words. Eg. Bubble diagrams
The at house is likened to a typical house to
show how everything fits in and is related.
Use of the graphical animations to exemplify
how learners should carry out exercises eg.
Match their pictures to the at word
Use of colour to highlight word endings;
pictures; and dotted letters in practice test.

Advance Organisers
(Graphic)

Advance Organisers
(Comparative)

Analogy

Demonstration

Instructional cues

Assessment

Submission of graded assessments to the

instructor.

Feedback

Responses to the graded assessments.

Via email

11

Problem based learning

Using the analogy to the family house and

how things are related.
Music, animated characters and movement,
coloured font
Test items

10

Activation of prior
knowledge
Arousing attention

12

Repetition

Used throughout
presentation

13

Audio and visuals

Repetition of at words to ensure that

learners are aware of the phonics behind it to
linking text with sound.
Animated presentation; diagrams; pictograms

14

Aims, Goals and

Objections

Clear, specific, measurable and observable

objectives were included to support overall
aim and goal.

Slide Number
3, 11, 16, 18
2, 4

12

2
16, 18

4, 20

Via email

All slides
---

Used throughout
presentation
2

14

Taylor_ Learning Unit for a MOOC using [New] Media

Reflection
This current assignment required the development of a learning unit using a new media.
PowToon animated software was selected as my media of choice. This design experience has
afforded me with an opportunity to construct some new information about instructional
technology and distance learning. I was also able to integrate a range of information about
animated software, its benefits, its use, its accessibility and its controversy, as well as the
design of learning environments, with an emphasis on online learning environment.

The Selected Media

Powtoon Animated Software is available at www.powtoon.com. I had briefly encountered the
software earlier this year, but never really explored it, as it seemed too time-consuming to
comprehend and master at the time. Nonetheless, there were two features which cemented my
selection of PowToon for this paper. My initial reason is the same that many reviewers have
indicated makes it surpass the offerings of other design software: It is free. Teachers, trainers,
educators, students, parents, the average person on the street, children, designers or nondesigners can use this software by accessing a free user account (Fabian, 2013). The
drawback of the free account is its limited templates and the PowToon logo that not only
appears on every screen but also ends each presentation with a load callout.

The other characteristic that made me decide on PowToon is its ease of use. PowToon offers
a simple click and drag approach to uploading media, or adding images and text to the design
interface. I had also dabbled with Camtasia, another internet-based software (TechSmith,
2014) but it seemed a bit more complex and even more time consuming to use and manage as
compared to PowToon. Plus, its available for a limited time only as a free trial for testing.
Nonetheless it has piqued my interest, as the graphics seem more sophisticated, more

15

Taylor_ Learning Unit for a MOOC using [New] Media

features, and offers presentations that seem less cartoon-like that can be explored at a later
time.

My choice for PowToon is also cemented in the words of Clark (1994) who in his argument
against the overaching benefits of learning with media, noted that while design technologies
influence student achievement, delivery technologies influence cost and access of instruction
and information. I interpret this to mean that the choice of media should be multi-fold: to
influence learning, facilitate access to instruction and information, and be cost-effective.
Powtoon has the potential to embrace all of these factors, if the designer is skillful with the
use and creation of standalone presentations. Free, creative, dynamic presentations can be
downloaded to MP4 - for as small upgrade fee, for use beyond the online environment,
posted on YouTube, Facebook, Twitter or published online and made available to a range of
users. There is no cost for published versions, except for the MP4 version, so educators can
easily utilize the software to enhance their deliveries.

PowToon vs Traditional Media (Powerpoint and Text)

PowToon is compared to other traditional forms of media such as PowerPoint and text in
printed form or hand-produced material. Even though Kozma (1991) and Clark (1994) have
opposing views about the influence of media over learning, they both agree that it is the way
in which media is used in instructional design that matters. Users of traditional powerpoint
presentations have erroneously come to rely upon them as a standalone instructional tool
resulting in boredom and the misuse and overuse of text, bullet points, transitions and effects
(Effective Academic Writing, 2012), which reduces the effect of the message/information
that is being delivered (Boundless, 2014). Text also has the potential to overload cognitive
processing structures with information as speakers and printed word require many words and

16

Taylor_ Learning Unit for a MOOC using [New] Media

timely explanations to relay learning material. PowToon on the otherhand, allows for
engaging audio/visual effects, animation, voice overs, musical backgrounds and text to
convey information (Mersand, 2012). The use of graphics, music, animation to envelop
information to convey messages that still images [cannot express] as quickly or as
graphically or in as few words, for example, learning about DNA and cell structures using a
high quality animation software (Cutraro & Ojalvo, 2010). Additionally, the graphics add
value as they are aesthetically appealing and humourous, attracting attention, maintaining
motivation (Tversky, Bauer Morrison, & Betrancourt, 2002) and engaging for all viewers.

PowToon and Instructional Design

To this end, PowToon is touted as a new trend in instructional media that has great potential.
It facilitates teaching and learning of information as it brings excitement and engagement to
teachers and learners through the use of animation and other graphics (Mersand, 2012). It
also supports the art and science of instructional design since it facilitates the development of
new teaching strategies through technology and enhances the existing knowledge and skill in
utilising web-based media for experienced and burgeoning instructional designers, much like
myself. They are no trial periods or limitations on number of times that it can be used or
published so teachers can use this media to facilitate lessons, encourage participation by
asking students to design their presentation eg. English, picture compositions where they tell
the story, through voice overs and animations; or Social Studies, where they may be able to
discuss and present on topical issues related their country, their history, natural heritage sites
etc. As a new web-based animated software, PowToon can also facilitate distance education
and learning as it can be easily downloaded, easily used and mastered, accessed on any
computer and is widely available. In this regard, it increases access to information, increases
flexibility in learning schedules and pace, and reduces the cost associated with tuition.

17

Taylor_ Learning Unit for a MOOC using [New] Media

Limitations of the Selected Media

PowToon is not without limitations, in spite of its popularity and ease of managing. These
limitations included the challenge associated with uploading voice overs while in the design
area, as a new window blocks the slideshow as the designer is attempted to follow the
animations and sync them with the voiceovers. An external recorder was used to record
voiceovers which were then easily uploaded, MP3 format, to the PowToon design. Voice
overs also proved tedious and frustrating as it takes tremendous effort to correctly produce
the narration without any gross errors. The tedious bits also included that there is no undo
button, so you have to keep track of your design in case of adjustments; and time cannot be
removed or added at the beginning of the slide, only at the end. Timings for synchronization
of events, animations and narration also proved time-consuming and frustrating but this is
said to be hardest part of PowToon to overcome (Fabian, 2013; Presentation Technology PowToon: Review, 2013). The designer must develop his/her skills in using the software
and planning their presentation in order to have a good idea about what they want to
happen in each slide, when and for how long they want it to happen and how and when
it will stop. Thus, he/she needs to develop a sequence for events and ways of expressing
the details, using graphics and voiceovers, about what they hope to present in the
standalone presentation.
In my regard, the biggest challenge for this software is that it requires internet connectivity, a
flash enabled browser (Presentation Technology - PowToon: Review, 2013), and access to
web 2.0 for download and use.

Designing and Developing the Learning Unit

18

Taylor_ Learning Unit for a MOOC using [New] Media

By way of developing new skills and knowledge for new instructional designers, my
experience in designing this learning unit, gave me an enhanced understanding of elearning
instructional units and those designed for a Massive Open Online Course (MOOC). In
retrospect, I call this section Phase One of designing the at Word Family Learning Unit. On
completing my first animated online learning unit, I realised that I had created a simple
elearning asynchronous, do-it-yourself course. There was an adequate number of
instructional techniques incorporated, the content was aligned with goals, aims and objectives
and assessments, and the needs, learning styles, and developmental requirements of the
targeted learner was researched to enable the a learner-focussed design. It was on review, that
I realised that there was no form of collaboration or interaction with other users or instructors
which is a strategy that enhances any instruction. This is one major criticism and
disadvantage associated with MOOCs where there is limited or no interaction or
communication with instructors, depriving learners of valuable instructor coaching, guidance,
feedback and facilitation (Yuan & Powell, 2013). Blogs, wikis and social learning, peer
reviews and discussion forums, are some of the ways of instructor-student or student-student
interaction and collaboration, as easily supported by Web 2.0. I was limited in my use of
interactive media for my targeted audience because of the limitations of their age. My
alternative was to incorporate a way of liaising with the instructor which resulted in the
design of a test via Google Docs (www.docs.google.com) which can be emailed to the user,
completed and submitted to the instructor for review, feedback and comments.

Piloting the Lesson

MOOCs should be judged by how well they enable the conditions that optimize
learning for each student (Mazoue, 2013).

19

Taylor_ Learning Unit for a MOOC using [New] Media

Phase 2 was about testing the effectiveness and efficiency of the learning unit on designers,
non-designers, parents and the targeted learners - children. Some feedback offered included
using a coloured font to highlight each instance the AT word was used, to capture the
learners attention and to emphasize the word ending. In response to this feedback, I used the
coloured font in the demonstration sections of the presentation. It was my hope that as the
presentation progressed and later during practice and application the child is able to select
and identify the words, without the cues. During the final test on the lesson, colour was also
used to encourage identification. Parents reported that children were captivated with
animated lessons, and even learned or recited some of the at words as the learning unit
progressed. Continuous and valuable feedback was also gathered from my instructional
design peer partner, with whom I have paired to offer mutual support, collaboration,
motivation and discussion throughout the programme.

20

Taylor_ Learning Unit for a MOOC using [New] Media

Appendix

Figure 1 - In support of Objective #1 - Match correctly at least five "at" words to their corresponding
pictograms without any errors after viewing the PowToon Cartoon segment

Figure 2 - Shows a frame of the "at" family 'house' where learners can practice writing and spelling words
with the "at" ending.

21

Taylor_ Learning Unit for a MOOC using [New] Media

Figure 3 - Screen Shot of part of the Assessment Form that will be emailed to learners.

Figure 4 - In support of Objective #2 which was to select correctly at least five "at" words from among a set of
multiple choice items.

22

Taylor_ Learning Unit for a MOOC using [New] Media

Figure 5 - Screen shot of part of the Assessment Form showing that learners will be able to click and submit
their completed assessments for instructor review and feedback.

23

Taylor_ Learning Unit for a MOOC using [New] Media

References
Boundless. (2014). Communications: The Advantages and Disadvantages of PowerPoint.
Retrieved October 20, 2014, from Boundless:
https://www.boundless.com/communications/textbooks/boundless-communicationstextbook/preparing-and-using-visual-aids-16/using-powerpoint-and-alternativessuccessfully-85/the-advantages-and-disadvantages-of-powerpoint-323-5654/
Centers for Disease Control and Prevention. (2014, March 27). Important Milestones: Your
Child at Five Years . Retrieved October 17, 2014, from Developmental Milestones :
http://www.cdc.gov/ncbddd/actearly/milestones/milestones-5yr.html
Clark, R. E. (1994). Media Will Never Influence Learning. ETR&D , 42 (2), 21-29.
Cutraro, J., & Ojalvo, H. E. (2010, November 17). Biology in Film: Using Animation to Study
Cell Structure. Retrieved October 20, 2014, from The Learning Network: Teaching
and Learning with The New York Times:
http://learning.blogs.nytimes.com/2010/11/17/biology-in-film-using-animation-tostudy-cell-structure/?_php=true&_type=blogs&_r=0
Effective Academic Writing. (2012, June 27). Three Disadvantages of PowerPoint
Presentations. Retrieved 2014, from Effective Academic Writing:
http://effectiveacademicwriting.wordpress.com/2012/06/27/three-disadvantages-ofpowerpoint-presentations/
Fabian, S. (2013). PowToon Tutorial Review - Step by step, feature by feature. Retrieved
October 20, 2014, from Business Online Guidance: http://www.business-onlineguidance.com/powtoon-tutorial.html

24

Taylor_ Learning Unit for a MOOC using [New] Media

GreatSchools. (2014). Kindergarten Writing Worksheets . Retrieved October 17, 2014, from
Worksheets and Activities:
http://www.greatschools.org/worksheets/kindergarten/writing/
Hawk, P., McLeod, N. P., & Jonassen, D. H. (1985). Graphic Organizers in Texts,
Courseware, and Supplemental Materials. In D. H. Jonassen (Ed.), The Technology of
Text: Principles for Structuring, Designing, and Displaying Text (pp. 158-185). New
Jersey, USA: Educational Technology Publications Inc.
Hicken, A. (2013, October 13). How to make your own MOOC! (Wellquasi-MOOC).
Retrieved October 17, 2014, from Web Courseworks:
http://www.webcourseworks.com/managing-elearning/how-to-make-your-own-mooc/
Instructional Design. (2013). Learning Theories. Retrieved October 17, 2014, from
Instructional Design: http://www.instructionaldesign.org/theories/
Kozma, R. B. (1991). Learning with Media. Review of Educational Research , 61 (2), 179212.
Mazoue, J. G. (2013, January 28). The MOOC Model: Challenging Traditional Education.
Retrieved September 30, 2014, from EDUCAUSE Review Online:
http://www.educause.edu/ero/article/mooc-model-challenging-traditional-education
Mersand, S. (2012, May 12). Product Review: PowToon. Retrieved October 20, 2014, from
Tech and Learning: http://www.techlearning.com/product-reviews/0072/productreview-powtoon-/54971
Presentation Technology - PowToon: Review. (2013, May 29). Retrieved October 20, 2014,
from m62 Visual Presentations: http://www.m62.net/presentation-skills/presentationtechnology/powtoon-review/

25

Taylor_ Learning Unit for a MOOC using [New] Media

Reading is Fundamental. (2014). Literacy Milestones from Birth to Age Six. Retrieved
October 17, 2014, from Families and Literacy: http://www.rif.org/us/literacyresources/articles/literacy-milestones-from-birth-to-age-six.htm
Scagnoli, N. I. (2013). Instructional Design of a MOOC. Retrieved October 1, 2014, from
IDEALS: Illinois Digital Environmental Access to Learning and Scholarship:
https://www.ideals.illinois.edu/bitstream/handle/2142/44835/Instructional%20Design
%20of%20a%20MOOC.pdf?sequence=2
TechSmith. (2014). Camtasia Features. Retrieved October 21, 2014, from TechSmith
Corporation: http://www.techsmith.com/camtasia-features.html
Tversky, B., Bauer Morrison, J., & Betrancourt, M. (2002). Animation: can it facilitate? Int.
J. Human-Computer Studies , 57, 247-262.
Yuan, L., & Powell, S. (2013). MOOCs and Open Education: Implications for Higher
Education. Retrieved September 29, 2014 , from Centre for Educational Technology
and Interoperability Standards: http://publications.cetis.ac.uk/wpcontent/uploads/2013/03/MOOCs-and-Open-Education.pdf

26