As life is one big learning experience, even professional Multimedia eLearning applications creators can learn from their mistakes. Such learning is demonstrated when one observes the differences between the Universal Machine and its predecessor, The Universal Computer.
The Universal Computer was superior to its ancestor in the following usability measurements fro UI design:
Transparency: The Universal Computer's UI shell was much smaller and easier to ignore than the oddly shaped and bulbous UI of the Universal Machine
Visibility: All of the commands for The Universal Computer were in obvious and easy to find places, a grand step up from The Universal Machine
Customization: The Universal Computer allowed users complete control, from where to go, to how fast they wished to progress, to what they wanted to see on the screen. This allowed for much better specificity per user than The Universal Machine
The changes in design brought about the learning of many great lessons. The designers, being more familiar with the multimedia world, were able to take certain things into greater consideration on this project. They were able to more effectively combine many different types of learning devices and strategies than they had previously, which not only improved the program, but also the likelihood of the understanding of its users.
Flash is well used in The Universal Computer. There are many interesting features, from the simple quizzes and evaluations of understanding, to excellently implemented applications which allow for greater understanding and enjoyment.
If the target audience was to be of the age group 9-13, The Universal Computer would be the better choice. Although it is less flashy and more instructive, the ease of use and well developed environment would make it a better learning tool for students who have most likely been exposed to simliar computer experiences.
Monday, February 18, 2008
Thursday, January 24, 2008
Differences In e-Learning, a second look
To adhere to the assignment, the answers to the questions are as follows:
1. The Universal Machine seems to be geared to teach mostly middle or high school students, as seen in the fun and exciting graphics. The Analytical Engine, however, seems to be geared more toward adults, due to its subdued text and images.
2. The Universal Machine seems to try to teach the ideas found in computers, such as networking and data sharing. The analytical Engine seems to be a more in depth set up, involving all aspects of computers, past and present.
3. The multimedia in The Universal Machine is used to engage its audience and teach them something as well. The analytical Engine uses multimedia much more like a supplemental tool in order to enhance the idea it is trying to convey.
4. The Universal Machine might have different interfaces depending on the user, to cater to a wider audience.
5. The Universal Machine uses graphics and sounds to stimulate the brain, which would work well for younger learners. The Analyitcal Engine uses testing and recording in order to reinforce learning, a good tactic for an older learner.
6. The Universal Machine would seem at times to be too much stimulation for the audience, which could detract from the parts with the desire to teach. Conversely, the Analytical Engine may at times be too dry and could benefit from more multimedia in order to keep the attention of its users.
7. The two titles could learn the techniques described above form one another. One excels where the other lacks.
8. I would estimate the Universal Machine at a creation time of about 100 person hours to finish. I would estimate the Analytical Engine at about 75 to 90 hours.
1. The Universal Machine seems to be geared to teach mostly middle or high school students, as seen in the fun and exciting graphics. The Analytical Engine, however, seems to be geared more toward adults, due to its subdued text and images.
2. The Universal Machine seems to try to teach the ideas found in computers, such as networking and data sharing. The analytical Engine seems to be a more in depth set up, involving all aspects of computers, past and present.
3. The multimedia in The Universal Machine is used to engage its audience and teach them something as well. The analytical Engine uses multimedia much more like a supplemental tool in order to enhance the idea it is trying to convey.
4. The Universal Machine might have different interfaces depending on the user, to cater to a wider audience.
5. The Universal Machine uses graphics and sounds to stimulate the brain, which would work well for younger learners. The Analyitcal Engine uses testing and recording in order to reinforce learning, a good tactic for an older learner.
6. The Universal Machine would seem at times to be too much stimulation for the audience, which could detract from the parts with the desire to teach. Conversely, the Analytical Engine may at times be too dry and could benefit from more multimedia in order to keep the attention of its users.
7. The two titles could learn the techniques described above form one another. One excels where the other lacks.
8. I would estimate the Universal Machine at a creation time of about 100 person hours to finish. I would estimate the Analytical Engine at about 75 to 90 hours.
Monday, January 21, 2008
Differneces in e-Learning
With the new surge of technology also comes the creation of new and more clever ways of engaging people in learning. This new type of electronic learning, or e-Learning, can take many different forms depending on the ultimate goal of the project and audience it has been made for. The two e-Learning examples that I have compared are The Analytical Engine: An Introduction to Computer Science and The Universal Machine: A Multimedia Introduction to Computing. Though these two tools are teaching very similar topics their strategies for convey their knowledge are different.
In the case of The Universal Machine: A Multimedia Introduction to Computing, the key word to signify its type of teaching has to be the word Multimedia. With its interactive pictures which move around, to its soundtrack of speakers with the words they use written underneath, this teaching tool engages all of the senses with which we gain knowledge. Also, it has buttons and other interactive pieces to it to keep the person who is learning engaged and entertained.
A slightly differernt approach is seen in The Analytical Engine: An Introduction to Computer Science. While this teaching tool is still technically multimedia, with its pictures and sounds combined together, it is much less interactive than the first tool. While engaging and fun, the lack of user involvement truly takes away from the retention of the individual using this program to learn. However, this tool seemed less busy than the first, and because of this, I found myself with a higher expectation of the content of its information.
Upon researching and using these e-learning tools, I have learned that there is a great breadth and depth to the possibilities of e-learning, and should be carefully considered when deciding what to teach and who to teach it to.
In the case of The Universal Machine: A Multimedia Introduction to Computing, the key word to signify its type of teaching has to be the word Multimedia. With its interactive pictures which move around, to its soundtrack of speakers with the words they use written underneath, this teaching tool engages all of the senses with which we gain knowledge. Also, it has buttons and other interactive pieces to it to keep the person who is learning engaged and entertained.
A slightly differernt approach is seen in The Analytical Engine: An Introduction to Computer Science. While this teaching tool is still technically multimedia, with its pictures and sounds combined together, it is much less interactive than the first tool. While engaging and fun, the lack of user involvement truly takes away from the retention of the individual using this program to learn. However, this tool seemed less busy than the first, and because of this, I found myself with a higher expectation of the content of its information.
Upon researching and using these e-learning tools, I have learned that there is a great breadth and depth to the possibilities of e-learning, and should be carefully considered when deciding what to teach and who to teach it to.
Sunday, January 20, 2008
And so it begins!
As technology progresses ever forward, tools used by and for classes at universities expand in seemingly limitless directions. Due to this expansion, the need for the creation of a blog in which to postall that is important and able to be graded has become great enough for such a blog to be started. What will follow will be the numerous well written and described postings of anything and everything related to the wonderful world of Multimedia Design class as offered by Lehigh University and Professor Bank.
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