Thursday, September 23, 2010

Wk4-#3Practical Experience-OMM-Adobe Professional CS5

Adobe Professional CS5
Adobe's Professional CS5 can help you turn your static graphics into rich, animated objects! 


Wednesday, September 22, 2010

Wk4-#2Practical Exp-Google Apps: Docs Essential Training Certificate

In the process of honing in on the Web 2.0 tool to work on, I began and completed the Google Apps: Docs Essential Training series of tutorials given by Susan Cline. 
Certificate of Completion for Google Apps: Docs Essential Training, - 9/22/10

In this series, Ms. Cline shares how to organize and manage documents in the Doc list, Document Basics (including creating a new document, uploading files to the Google Doc, inserting special characters, using spell check and word count).  She continues by sharing the information on how to format documents (text, headings, bulleted and numbered lists, and bookmarks – to name a few).  She continues with how to insert and edit images, then onto sharing and collaborating. 

Next is the information Ms. Cline shared regarding Spreadsheets.  This includes creating a new spreadsheet, renaming, uploading, saving, formatting cells, resizing, adding columns and rows, freezing rows and columns, sorting data, adding formulas, using built-in functions, then working with Media and charts.  Using Google Forms was next, followed by presentation – including sharing, collaborating and presenting. 

Last came tutorials on the security features that Google Docs provides.

I wanted to complete this series of tutorials because I believe that I will be using Google Docs in some form for portions of my AR project.  It was worth the time to watch these tutorials.  I am sure I will be referring back to them quite a bit in the future.

Wk 4-#1Practical Exp-Flash Professional CS5

The tutorials for FLASH Professional CS5 animations projects begins with a Welcome video.  The Welcome video shares a general overview of some of the terms used in the program – including ‘motion presence’, ‘custom motion tweens’, ‘character animation’, ‘creating 3D animations’, and ‘action scripts’.  It also explains that Flash is used to create a web site and/or a Flash banner.  Having the exercise files would probably be a big advantage.  Watching the videos does give a general overview of the program.

Creating a file appears to be very easy by just clicking the space you want to work in from a template.  Adjusting the workspace size might be a little tricky – 

Screenshot from tutorial illustrating 'Changing the Workspace'.

but I can see where it can be done using the pull down Window menu, scrolling down to ‘Workspace’, and clicking the type of space you want to use (in the tutorial – they chose ‘Classic’). I do like having the tools on the left side of the workspace area, and choosing Classic moves the tools to the left side.  There seems to be lots of flexibility in the location of the side work panels.  Changing the size of the workspace seems a little tricky – I imagine it will take a little getting used to.

In a matter of a few seconds, Paul Trani, the author and presenter for this series of tutorials, creates the following Flash basic design using the drawing tools:

FLASH basic design by Paul Trani using the Drawing tools

Flash appears to be a very versatile tool and I am eager to continue with these tutorials.

More to come……………………..

Reading-Post 4

Creative Commons photo

Chaffin, A. J., & Harlow, S. D. (2005). Cognitive learning applied to older adult learners and technology. Educational Gerontology, 31, 301-329. doi: 10.1080/03601270590916803

In this article, the authors delineate common traits relating to the adult learner and offer recommendations aimed at facilitating their learning through developing motivation in the use of technology.  It presents an interesting look at the focus of the adult learner with regard to using technology.  It appears to have valuable information for the AR project this writer is working on. 

Donnelly, R. C. (2009). Embedding interaction with a blend of learner centric pedagogy and technology. World Journal on Educational Technology, 1(1), 6-29. Retrieved from

This article revolves around the use of technology and the interaction it presents for elearning – when dealing with higher education in particular.  Constructivism theory and web-based instruction are recurring themes throughout this article.  The author relates these theories to the use of tutorials.  This article appears to contain concrete evidence for the use of tutorials with adult learners.  It may prove to be a valuable find for references relating to this topic.

Edmondson, B. (2007). Utilising multiple intelligences in e-learning design. International Journal of Learning, 13(12), 35-41. Retrieved from

This article makes a case for developing e-learning materials that are interactive and not static, as would be the case with a textbook or regular printed material used for learning.  It appears to have a wealth of information relating to multiple intelligences, andragogy, and elearning and will be extremely useful for this writer’s AR project.

Fetaji, B., & Fetaji, M. (2009). E-learning indicators: A multi-dimensional model for planning and  evaluating e-learning software solutions. Electronic Journal of e-Learning, 7(1), 1-28. Retrieved from idIssue=11

This research shares a “systemic or a standardized way of planning, comparing, and evaluating e-learning projects, their outcomes, and their effectiveness.”(Fetaji, 2009). The article contains charts and graphs representing results from this study.  It should prove very useful for the AR project this writer is preparing. 

Guilbaud, P., Jerome-D’Emilia, B. (2008.) Adult instruction & online learning: Towards a systemic instruction framework. International Journal of Learning, 15(2), 111-121.  Retrieved from

This article appears to touch on some of the major theories that will be included in the AR project this writer is preparing.  Those theories being:  “Internet Instruction, Andragogy, Adult Education, Online Learning, e-learning” (Guilbaud, 2008).  It appears to contain further research which, as the authors state, “introduces and develops the Internet-centric Adult Instruction framework, a theoretically-grounded approach to plan, deign, or evaluate aduit-oriented online courses and curricula.” (Guilbaud, 2008).  Knowing that the AR project this writer is proposing will contain a pilot program for on-line instruction for adult learners, this article appears to contain pertinent information relating to that topic.

McCormick, R., & Li, N. (2006). An evaluation of European learning objects in use. Learning, Media and Technology, 31(3), 213-231. doi:10.1080/17439880600893275

This article appears to contain an argument in support of pedagogically infused learning objectives (via the Internet) for schools.  It surveys recipients (students) as well as producers (teachers).  It could prove to contain valuable information in support of pedagogy for adult learners using online instructional tutorials.  

Nurmi, S., & Jaakkola, T. (2006). Promises and pitfalls of learning objects. Learning, Media and Technology, 31(3),269-285. Retrieved from

This article appears to focus on learning objectives whose resources are shared and available for use through the Internet.  A learning objective can, therefore, be reused in several contexts.  This might be a beneficial article in that the learning modules planned for the AR Project will most likely be able to cross reference a wide variety of users. 

Rodrigues, S. (2006). Pedagogic practice integrating primary science and elearning: The need for relevance, recognition, resource, reflection, readiness and risk. Technology, Pedagogy and Education, 15(2), 175-189. doi: 10.1080/14759390600769193

Though this article focuses on elearning in relation to science, the concepts relating to infusing pedagogy can translate to an important contribution to the AR project this writer is completing.  The article presents ideas on “teacher surveys, online dialogue, interviews, (and) teacher ‘show and tell’”(Rodrigues, 2006).  These concepts can very easily relate to the development of better elearning training tutorials. 

Scott, D. (2008). Effective volp learning experiences: The relationship between adult learners’ motivation, multiple intelligences, and learning styles. International Journal of Learning, 15(3), 63-78. Retrieved from

This article appears to be quite the find!  It appears to contain information relating to the adult learner and how theories of multiple intelligence, andragogy, learning styles, etc. influence their ability to learn when using tutorials and on-line learning.  If this indeed the case, it directly relates to the writer’s AR project.

Simmons, L.W. (2009). Five resources on teaching methods. Religious Education, 104(1), 95-98. doi:10.1080/00344080802615606

This article shares results of studies in teaching approaches with diverse populations – including adult learners and multicultural participants.  It appears to contain information directly relating to the population that the AR project of this writer is targeting.  The aim appears to be learner engagement, which, again, is central to this writer’s purpose in creating a tutorial for the adult learner.

Sunday, September 19, 2010

Wk3-Practical Exp-Captivate-5

For my Week 3 Practical Experience project, I have chosen to learn about Adobe's Captivate 5 program.  I will be using this program to build a tutorial for my Action Research Project.  This program is truly amazing!  The video I've created itemizes some of the features of this program. I am looking forward to preparing the tutorial using it!

This blog entry was very difficult to upload! I created the video in iMovie - saved it as a QuickTime file - and low and behold - it would not upload into Blogger.  The prompt kept coming up informing me that the file was corrupt.  I re-saved the iMovie as an mp4 and QuickTime again.  Each time - nothing would upload.  In desperation, I saved the mp4 to YouTube and imbedded the HTML code into Blogger - this is the version that you are now watching from Blogger.  I went back to iMovie - only to find that in spite of the fact that each iMovie project is SUPPOSED to be auto-saved, this movie was not.

e-Learning World Image Retrieved from:

Saturday, September 18, 2010

Reading-Post 3

Theories to be utilized in AR Project - Screen capture created by Mary-Ann Ferree using Pages

Aik, C.T., & Tway, D.C. (2006). Elements and principles of training as a  performance improvement solution. Performance Improvement, 45(3),28-32. Retrieved from

Drawing depicting Aik & Tway article entitled: Elements and Principles of Training as a Performance Improvement Solution.
This article appears to link e-learning techniques used with adult learners in the job market and performance markers for growth.  The authors share their study’s results, which focuses on theories of andragogy as related to environmental conditions.  It appears to be directly linked to the topic of this author’s AR project and may prove quite valuable for research. 

Fisher, E.A., & Wright, V.H. (2010). Improving online course design through usability testing. Merlot Journal of Online Learning and  Teaching, 6(1), 228-245. Retrieved from

Originally retrieved through EBSCO Host, this article chronicles a detailed study conducted which relates to pre-testing for usability of online learning modules.  This study also enlists the use of the ADDIE process and posts results of the study.  It directly relates to this author’s AR project as the research for the AR project utilizes an online learning module created for a specific purpose by the writer of the AR project.  The article by Fisher & Wright contains charts and graph weighing the relevance of such an undertaking.  It will be a valuable article for this research.

Pew, S. (2007). Andragogy and pedagogy as foundational theory for student motivation in higher education.  InSight: A Collection of Faculty Scholarship, 2, 14-25. Retrieved from:

Originally retrieved through EBSCO host, the author in this article draws a correlation among the following terms: andragogy, pedagogy, and motivation.  These critical portions of adult learning appear to be exceptionally well addressed throughout this pertinent research article.  As a writer, this article appears to contain a lot of valuable information and analysis that will add this needed cohesive dimension to the AR project. 

Reggy-Mamo, M. (2008). An experiential approach to intercultural education, 7, 110-122.  doi: 10.1080/15363750600586431

Knowing that there is a large portion of African-American students currently being recruited by Empire State College, this article’s study focuses on the adult student’s quest for higher learning with the challenge identified at developing curriculum that can communicate cross-culturally.  This strategy translates, according to the article, to the student becoming better able to communicate cross-culturally.  As this writer is preparing to develop e-learning modules that are readily used cross-culturally, this article appears to contain valuable input.

Stewart, J.A., & Alexander, G. (2006). Virtual action learning: experiences from a study of an sme e-learning programme. Action Learning: Re-search and practice. 3(2), 141-159. doi: 10.1080/14767330600885854

As this writer’s AR project focuses on helping the adult learner understand and perform a necessary task for success in their learning – particularly at Empire State College (SUNY) - the information presented in this article will be exceptionally pertinent.  SME is the acronym for small and medium-sized business enterprises (Stewart & Alexander, 2006). Many of the adult learners at Empire State College are either currently working in the business field, or are trying to advance in the business field, or are trying to break into the business field.  Thus, the first correlation of this article to the writer’s AR project.  Virtual learning and face-to-face learning are also addressed in this article.  Empire State College’s courses are a combination of both online and face-to-face study groups.  This writer believes there will be a good amount of useable information garnered from this particular article and paper.
Taylor, B., & Kroth, M. (2009). A single conversation with a wise man is better than ten years of study: A model for testing methodologies for pedagogy or andragogy. Journal of the Scholarship of Teaching and Learning, 9(2), 42-56. Retrieved from

Originally retrieved through EBSCO Host, Taylor & Kroth have put charts and tables in this article, based on research, which represent a visual analysis of key comparisons including the role the learner has and the role the teacher should maintain for adult learners to actually learn.  Delivery, organization, and the adult learner’s focus on the learning are also charted in this article.  It appears to be a valuable resource for this writer’s AR project.

Tuesday, September 14, 2010


This is an amazingly simple Web 2.0 Tool entitled Startups - which is aimed at the business entrepreneur.  See for yourself!!