Saturday, February 27, 2016

Podcast: Becoming an Effective Policy Advocate

This podcast is designed for use in a public administration course.It demonstrates the use of an audio loop with spoken text.

Direct URL:

This is the storyboard for the podcast above..

Sunday, February 21, 2016

Personalization Principle #3: Make the Author Visible to Promote Learning

Clark and Mayer (2011) recommend instructional materials be designed to make the teacher visible rather than to hide the teacher behind a presentation of information in the third person. If a teacher makes reference to himself or herself in an example, learners may pay more attention and experience more engagement and less transnational distance (p 198).


The screenshot above was derived from the promotion of a MOOC offered by Coursera. The instructor of the MOOC is quite literally visible to prospective learners. The screen reveals some details about his career, where he has lived, and his interests.I believe this is an example of making the author or instructor visible to promote learning. I believe that this principle should be practiced in moderation. A teacher with a large ego may err on the side of drawing too much attention to himself. The purpose, of course, is to convey relevant knowledge rather than to draw attention to one's self. If the instructor becomes the focus of attention the principles of coherence stand to be broken. This might also be the case if the instructor chooses to appear in graphics or video wearing attire that distracts from the content being taught.


Clark, R. C. & Mayer, R.E. (2011). E-learning and the science of instruction: Proven Guidelines for consumers and designers of multimedia learning. San Francisco: Pfeiffer.

Friday, February 12, 2016

Class Project 2: Screencast Video

This is an assigned project in my studies at University of West Georgia.

Title: "Throwing" a Short-story Character

Audience: Students in PADM 5011 Public Administration at Albany State University.

Purpose: To encourage my adult students to think of the design of a character for a short story relevant to becoming a successful public administrator using the metaphor of throwing a clay pot on a wheel.

My Uses as Instructor: To help my students become more aware of how personal attributes affect interpersonal relationships in professional interactions within organizations.

My Learners' Uses: To become more engaged in public affairs education and to become more effective professionals through story writing.

Video Storyboard:

Video Production Storyboard


"Throwing" a Short-story Character" by Bruce Neubauer


Wednesday, February 10, 2016

Games and simulations principle #3: Build in Proven Instructional Strategies

Clark and Mayer (2011) recommend that instructional games and simulations incorporate explanatory feedback (p 383). This is in the context of the need for a instructional game or simulation to be designed and built using proven instructional design strategies. The feedback needs to be provided at a grain that enables learning. For example, a flight simulator in which the simulated aircraft simply crashes if the user makes poor choices may not be very instructive if the user is left to be unaware of which of his or her choices resulted in the crash. Clark and Mayer indicate that there can be variations in how feedback is provided to learners. It is reasonable to understand that if the simulation is intended to be used in a classroom situation the feedback can be provided by a human instructor. However, if the simulator is intended to be used by the student working alone, the program itself must provide timely and meaningful feedback.

Direct link to source of the simulation above.

I designed and built the simulation above several years ago with two colleagues in Kentucky. I still use this simulation with my students in traditional classrooms when teaching knowledge management. It represents three people at the scene of an emergency observing events and sharing their observations with one another and with the boss working in the safety of a distant office. The boss makes important decisions in real time. He depends upon members 2 and 3 for his knowledge. Students can set several initial parameters pursuant to various hypotheses regarding the efficiency of the flow of knowledge through a social network. They run the simulation multiple times to see the results. I help them reflect on the findings based on the simulation. It is useful in the classroom because it is visual and the outcomes are realistic enough to generate a classroom conversation. The program provides raw feedback in terms of the percent of field knowledge that gets communicated to the boss in real time. However, the numbers must be interpreted for the simulation to be a useful instructional tool. The program does not have interpretation of the data built into it. Meaningful feedback requires the scaffolding that I can provide in the classroom. Although I did not have the benefit of a knowledge of proven instructional strategies when my colleagues and I designed and built this years ago, I think it is an adequate example of Games and Simulations Princiiple 3.


Clark, R. C. & Mayer, R.E. (2011). E-learning and the science of instruction: Proven Guidelines for consumers and designers of multimedia learning. San Francisco: Pfeiffer.

Thinking skills principle #1: Focus on Job-Specific Cognitive and Metacognitive Skills

Clark and Mayer (2011) suggest that training resources be designed to be job-specific and to develop cognitive and meta cognitive skills. While general intelligence is certainly valuable, most training programs have a more specific scope. The success or failure of the training will be measured in specific terms and not general terms.

Direct link to video above

The video above is a demonstration of an advanced multimedia technology called augmented reality. Augmented reality involves the employee wearing special eye glasses that impose a layer of real-time instruction as he or she engages reality. Here a BMW mechanic is apparently learning how to perform a specific repair by following instructions displayed in his glasses. In my opinion, this example demonstrates part of Thinking Skills Principle 1, bot only part. It is job specific. But it is a more a crutch than an technology of learning. This kind of instruction is very costly to create. Its application appears to be designed to "dumb down" the responsibilities of a professional mechanic. I want a mechanic who has sense enough to figure out what is necessary to do, and who refers to traditional documentation when needed. We are likely to see may new applications of virtual reality and augmented reality in the near future. I think they could serve to develop human intelligence and not be designed to substitute for human intelligence. I see too many cashiers who cannot count back change in the absence of a cash register. Let's not scale that up to whole-task responsibilities that require a lot of human intelligence. The purpose of education is to education, not to 'dumb down" employment roles.


Clark, R. C. & Mayer, R.E. (2011). E-learning and the science of instruction: Proven Guidelines for consumers and designers of multimedia learning. San Francisco: Pfeiffer.

Learner control principle #4: Give Pacing Control

Clark and Meyer (2011) rcommend that asynchronous e-learning be divided into small chunks that learners can access at their own pace (p 327).

Direct link to video represented above

Although this tutorial is intended to be completed in only one hour, it is divided into parts and the learner has the ability to work at her or his own pace. I believe this is an ideal example of Leraner Control Principle 4. This course also incorporates other design elements such as segmentation and an outstanding degree of interactivity with immediate feedback.


Clark, R. C. & Mayer, R.E. (2011). E-learning and the science of instruction: Proven Guidelines for consumers and designers of multimedia learning. San Francisco: Pfeiffer.

Learner control principle #1: Give Experienced Learners Control

Clark and Mayer (2011) on page 319 of our textbook recommend giving learners the option of going beyond the essential content, or giving them the option to skip segments of instruction that they may not need to review. To implement this suggestion it is necessary for the designer to cue learners as to what parts of the instruction is necessary for completion, and which parts can be skipped by either novice learners or by experienced learners. This is valuable when the instruction is intended to be used by students with different backgrounds. Otherwise, novice learners may become discouraged by segments of instruction that are difficult and not essential to their instructional purposes. And experienced learners should not be forced to plow through material they already know.

Source: Kahn Academy -- Linear Regressing and Correlation

In the example shown when a learner begins to view this part of the course (a 7-minute video) he or she is told that the mathematics is relatively difficult and that it is not necessary to view this particular video in order to continue and complete the course. In other words, this is made available for students who what to "drill down" on the mathematics behind a specific concept. Without such guidance, students may be unable to discern what content is essential (to complete course objectives) and what segments can be skipped. Without that information, novice students may become bogged down in material that is not necessary, and experienced students may not realize that a particular segment is likely to be of special interest to them. 


Clark, R. C. & Mayer, R.E. (2011). E-learning and the science of instruction: Proven Guidelines for consumers and designers of multimedia learning. San Francisco: Pfeiffer.