groupmodule15

odule 15 - Revise Prototype Due Dates:
 * **April 28** Post your group’s annotated revised functional prototype to your wiki.
 * **April 30** Critique the revised prototype of another group as assigned.

Do
 * Using the data you collected during your evaluation tryouts revise your functional prototype to incorporate what you have learned. Annotate the changes you made in your functional prototype as a result of your evaluation.
 * Post your annotated revised functional prototype to your wiki.

Summary of Test Subject Comments

1) Have less reading content

2) Clearly state the learned objective for each slide

3) Football slide: None of the learners could come up with the proposed question, “What is being said.”

4) The directions needed to be explained because it wasn’t clear which slides connected to which questions.

5) Some of the questions were under the presumption that the learners would understand American sports. The baseball question needed to be explained because one of the learners weren’t American. She had never watched a baseball game and didn’t know anything about American Football.

6) What is the story behind this frozen moment? Was the question that only 2 learners got correct, and they knew the answer because of the “Pitt” that was written on the jersey not the elements of the photo. If there was no “Pitt” on the jersey than they would have gotten that answer incorrect. I’d change the photo so that it would include the setting with more of the audience and arena showing and time clock displayed. This would show all three elements: photographer, setting (time and place) and the facial expressions of uncertainty about the outcome.

This would have been an ideal photo: Time, setting and facial expressions are clearly shown.

7) Also one of the learners noticed in the narrative photos at the end of the module that all of the correct answers were on the right side. At the last and most difficult question, the learner selected left or A because she thought that all of the correct answers couldn’t be right or B

8) For the slide, “Was the photographer standing or kneeling?” One learner discussed who was taking the photo, if it was a child he could be standing.

9) One of the suggestions was that we insert slides about where the photographer is, above, below or level. In observing the module the learners were able to correctly discern where the photographer was based on the photo and didn’t need more information.

10) All of the one on one observations asked, “Do I have to read this?”

11) Only the small group who did the module together didn’t ask this question.

12) What are the three elements discussed so far? This question was correct because the next slide showed the correct answer, but the learners were not able to answer the question the first time. This shows that exact objectives should be showed at the top of the slides so that the learner can clearly see what they are supposed to learn from the slide and module.

13) Install application slides to record data collection.

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