Britt Carr,Creative Director,Advanced Authoring, LLCAdvanced Auhtoring LLC
AgendaAbout Advanced AuthoringBenefits to institutions and organizationsStrategiesExamplesAbout Britt CarrAcknowledgments
Advanced Authoring uses innovative technologies to create meaningful, learner-centered experiences for institutions, or organizations
We create activities:designed to immerse and engage the learnerdesigned to show learners masterydesigned to provide quality learning experience
Founded by Britt Carr, in response to requests from institutions and organizations To assist with increasing quality of instruction in an online formatAs a supplement to traditional classes,As well as completely online courses or programs
Challenges facing institutionsEnrollments are skyrocketingInstructional technology resources are tight or nonexistent Teaching loads are heavy on faculty and staffClassrooms are crowdedInstitutions need a better way of using online instruction to stay competitive
SolutionsInvert classroomsFree up resources/facilities by shifting knowledge acquisition outside the classroom- but do so in a learner-centered fashion rather than a passive approachuse face-to-face class time for meaningful discussion or facilitated group work
Solutionsput the learners in charge of their own educationallow students to demonstrate deeper knowledge or mastery of subjectsallow learners to personalize their experiences
SolutionsWe design activities that challenge students to think rather than to memorizeWe create activities designed to build comprehensive knowledgeWe design to be reused vertically, within the disciplineWe architect interactions that can be repurposed horizontally, within the institution
RandomizationWe make activities that randomize challenges and their solutionsWe let the learner try and try and try againWe remove the assumption that they know simply because the guessed the right choice
Customization & PersonalizationIf available, we use information about the student to personalizeWe make the activity literally about themWe allow the user to alter the outcomes, or preferences, perhaps several different ways
Interaction / SimulationWe create activities that look and act as the real world wouldWe design interactions to take advantage of multi-modal learningWe allow the user to alter the outcomes, or preferences, perhaps several different ways
ExamplesFor a complete demonstration, please visit our poster session, or view the screencast demos at:http://www.advancedauthoring.com/elearn/
Miami Universitys Sewing TutorialPhotorealistic, 3D machine you can thread.Recycled for stage lighting safety tutorialDesigned to help students learn sewing safety procedures
Art Institutes Virtual Photo Studio3D photorealistic environmentRandom, timed challenges all using the same approachDesigned for mastery of troubleshooting electrical photography equipment in a studio situation
Miami Universitys Virtual AudienceAudience watches, listens, and reacts to you!Random actions by audience designed to distract the performerDesigned to help students suffering from stage fright
MBA BusinessSimulationSimulated company where student assumes various management positionsGame play is aligned with course syllabusDesigned to help students make business decisions with outcomes that might affect them later in the sim
Who is This Britt Carr Anyway?92: producing forensic video for courtroom exhibits w/ 3D94: building online degree programs for NAU-Online and Arizona State Universities. Founded Advanced Authoring.98-2001: Internet Strategist for Macromedia, Inc. Ed/eLearning/Govt. Group.Managed Macromedias eLearning Award Program until 2004Instructional Designer / Tech. Specialist for Miami University 2001 - August 2010.
Clute International Institute on Teaching and Learning; Best of Show 2008Invited to join Adobe Education Leaders Organization, 2008Miami University Pride Award / Delivering Value Winner 2009New Media Consortium, Best of Conference-- Peoples Choice and Judges Choice, 2009.Ohio Learning Network, Invited Keynote Speaker, 2009Invited Presenter, Adobe On-Demand- Education Series, 2009Invited Presenter, Adobe MAX 2009/2010Invited Presenter, Adobe Summer Institute, 2009/2010Adobe Impact Award for contributions to education, July,2010
Contact US:firstname.lastname@example.org www.advancedauthoring.com
Screencasts of activities shown here, and many more: www.advancedauthoring.com/elearn
AcknowledgmentsRyan Davidson - Flash DeveloperMichele Gingras - Miami UniversityMeghan Petters - Miami UniversityTim Rentler - Education Management CorporationMike Link - Education Management CorporationThe student workers at A.L.T. - Miami University
The learning object was created to reduce the time needed for students to complete the training and master a pre-test in an introductory costuming class.The activity is played in a few different steps:Step one requires students to become familiar with the parts of the machine by exploring a list of parts the students will be required to interact with in the following activities. Each interactive part has a close up photo and description showing how each part operates.Step two requires students to take a fun quiz by identifying the part described by the function listed.Step three shows an exemplar video of winding the bobbin and loading the thread in various parts of the machine. The video is also available for the iPod (See the job-aide post) video format. Students have been using this as a job aide while actually threading the real machine for the first time.Step four is a simulation requiring the students to wind the bobbin, load the bobbin and thread the machine.
Art Institute was looking for an interactive way to help students learn diagnosis procedures for photography studio lighting with the level of realism delivered for the Miami Universitys Theatre Lighting Crisis (see blog: http://www.learningactivities.wordpress.com ).We designed a few custom components to be re-used by a sister (South) universitys nursing activity which is currently in the works. The logic and procedures will be very similar to the VSs components. But, by inserting new imagery, a completely new look and feel can be achieved (stay tuned on that one).This activity is so smooth and flowing, and the imagery is so clear, you actually feel like you are in the studio yourself. This immersive environment works the way it was supposed to.Students of A.I. are taught the procedures of setting up the electrical components and diagnosing failure points in class before they actually do the online activity. Having that info already provided for them left us the ability to focus on the interaction and real-game play.
The initial faculty request was to create a DVD with loopable video that would allow a music student to practice in front of an audience that did the distracting things audiences do: cough, sneeze, whisper, etc. In theory this would allow the student to be desensitized to audience distractions. We satisfied the facultys initial request by making a DVD. But, we asked to go a step further, and make a more interactive version by using Flashs ability to sense users movement and sound using a web cameras lens (as the audiences eyes) and mic (as their ears).
This interaction is currently in development. And to protect my clients interest, we have agreed to reveal as little of the specifics as possible. Essentially, the student plays this simulation through their entire business program. The game delivers random scenarios based on the class the student is taking at the time. For example, when the student takes an accounting class, the student assumes the role of a manager in the accounting department. The decisions they make about policy and procedure, stay constant in the game. When the student takes the finance course, they might have to be restricted to decisions that were made as a result of their accounting position. The outcome helps the student identify different scenarios stakeholders, and provides them with a holistic approach to business.The game will initially be delivered via desktop, on the Adobe AIR platform. The design is such that when the university is ready to roll out the simulation to students on via mobile devices, few changes will be required.
I first became interested in instructional technology in 1992 developing video reconstructions and 3D animations of accidents. My first 3d animation was the first case to win solely on the media used in the exhibit on the jury. In both undergraduate and graduate school, I worked with the offices of teaching and learning and distance education authoring instructional, department and individual faculty web sites. I did my graduate internship in San Francisco at Macromedia and was hired as full-time until the .com crash. But, I stayed on as a consultant to manage a promotion which recognized exemplar elearning created with Macromedia products. That contest exposed me to literally thousands of innovative elearning content and provided inspiration for helping faculty at Miami, get thorough their instructional challenges.
At Miami University I worked with faculty that allowed me the freedom to create some of these activities. I was also fortunate enough to work with a team at Advanced Learning Technologies who also provided creative freedom and resources.