May 22, 1995
3:00 pm
Bob Ainsley Moderator
Jay Hoffman
Key word here is interactivity
Primary how you design and develop it
Randy Terlecki
Bell Atlantic
Senior Human Factors Designer
Visual Communications, Architecture and Psychology
mm since 1982
specific processes in mm, past and current projects
GUI What?
Human Who?
Usable Where?
moving ahead with interactive multimedia
(music)
Bell Atlantic Performance Enhancement
Emerging Technologies
Interactive Multimedia
Human Factors in MM
conclusions
many open areas - CD-ROM, convergence, mm authoring
digital agents - digital butler
(small video pops up and talks)
("I'm here when you need me")
Can be sports or professor type.
Several years ago Bell Atlantic went through downsizing, cut
leader -led instruction for 60,000 employees, 100s of instructors.
Cut 68%
Evaluated who they had
From training to performance improvement
From Group-paced to student centered
From leader -led to alternative media - which will not do everything.
DOWNSIZING - focused inventions
(more music - Performance Enhancement - everything is different
course delivery - employee can access different types of training, learn on the job. Decentralize)
use video quite a bit, consultants and technicians.
(go out and see if person can perform on the job ...)
lines of business established in last year or so
120 job titles, 60,000 employees - lots of day to day training
reorient from training to solving the performance issue
Anaylze the performance problem, come up with interventions
Major goal - decrease training time, on the job training, increase proficiency
PSS where appropriate
Decrease maintenance - modularity is really important
Common elements that can be used, use throughout programs or processes.
Just in Time Interventions
- based on recent performance of consultants
- poeple who answer phones to line repair people
Measurement
- critical part
- evaluate users as they are going through
Even in CD-ROM based courses - user has diskette, use tracked along with that.
The nine dots game.
Part of culture change
Take the four equal size rods and connect all the dots
You have to go outside those nine dots
Break down those barriers
Turtle sticking his head out, take the risk. Different types of solutions.
Resolution of problems - using inflection of voice. Record voice, compare to top achiever in the office. Allows individual prescriptions, certification. Establish design principles and standards for deployment.
"Better one sure way than many in which you cannot count."
CD-ROM solutions
Design Principles
knowing your user
simplicity
mental models
Standards
templates
Courseware flow, Structure, and User Data Collection Conventions
menu structures, exit branches, user data
Delivery Solutions
Distributed Performance Labs integrated into the work environment
- move away from centralized training
- performance labs right where they work
- establish CD-ROM delivery solutions
SCPL - service center performance labs
will facilitate training -ergonomic concerns - adjustable, lighting, lines of sight from learner to computer, learner to instructor
Blend of multimedia, instructor based, CBT without animation - X termials, still motivating
What is an interface?
Any context surface
The door, the mirror, the dashboard
The User Interface - anything a user might encounter
What is usability?
People do things quickly and easily
Be very aware of that
Press ANY key to begin - his mental model was that of the typewriter
Human Factors
perception
knowledge is a psychological concept
Information is a mathematical concept
Within Using Human Factors
- determine how uses thing
Methodologies
ISD - Instructional Systems Design
Front end
Traditional Stages in Developmet - waterfall
Usability Engineering
Develop Product Concept
Prototyping is very important.
Watch GUI Development Process
- develop requirements
- form a conceptual design
GUI and software models tied together (marks on screen with Astound)
Title Area
Data Display Area - vendors in only one area
Feedback Display
Navigation Control Area
Who's on the teams?
Instructional Designers
Programmers
Human Factors
Target Users
User Interface Specialists
Why Prototype?
The iterative process of finding out what users really need
- instant society -quick expectations
-doubting Thomases - show me
People what to see different things.
Location, location, location in real estate Prototype, prototype, prototype in mm development
Benefits - simulate improve and test
Better specs and standards
ROI
Who 100 consultants broken into four groups
A Received no training
B Pencil/paper
C
Reactions
How feel
did they really learn anything
did they transfer knowledge to the job
did the training translate to higher sales revenue
mm came up higher on all four categores
Not an instant return, depends on project. Area over period of time.
Maybe showing how to learn
or using humor to learn about products.
(animation of old man moving VERY slowing to ringing phone)
Know thy user!
Obseve Negroponte, Brenda Laurel, Ben Schneiderman and Gabe Ofeish -at conference today.
Being Digital:
The challenge is .. to make computers that know you.
Q: In performance support, how do you know people aren't just asking their neighbor?
Depends.
Evaluation levels built in, different tools. Training support tool, consultant can access their current sales, updated so they can compare themselves to the top achiever, weekly.
Q: Actual results of performance evals.
Can send results on statistics.
Ainsley: On ROI slide, that would be interesting.
Q: What are you using as Authoring Software.
We have different platform needs. UNIX And PC. Multimedia Toolbook on PC. IconAuthor.
==== Alena Huges, Federal Language Training Laboratory
Tim Hayes, Author
Reset Ramierez
From time of first interview through finished product.
Who we are, what we do, and how we do it.
Part of CIA. Created by the CIA in 1991 by DCI
started mm in 1995
now sharing with Analysis Corporation, cooperative agreement. They market what we do.
Part of FL Lab Consortion
Mission - improve language learning AND testing
Languages
0 or at higher levels for maintence.
Today - 40 hour course in Spansih from level 0
Russian - similar, level 0 to 1 - you can go to the country and survive
more than twice as long to reach the same objective
Finishing the French - out 1 July for beta testing - develop 1 month, beta test 1 year
Also, the design for Arabic (Al mumtaaz) Excellent - gives basis for continuted study.
Chinese - prototypes
Designed for proficiency skills - we know what they need
0 to 5
0 no ability
5 in English - educated native speakers
at 3 you can function as a professional
At level 1 you can go abroad as a tourist - rent room, hire taxi, call for service, call doctor, give minimal information to survive, gas station - exercises are fun, ENGAGING get student to stay at the workstation.
There full time - 4 hours per day. Interact with the screen.
Important part - approach
NATIVE
NOT Videodisc
Video in CD ROM
Not doing analog any more
Lot of input to student - absorbing - the modelling part,
responding - input followed by output
practicing - output - student is asked to do all production - talk to screen
crafted very, very carefullly, Character has been prevideo taped. No speach recognition yet.
Native speaker says - compare - self assessment.
We have come a long way. A never ending challenge. Industry is so alive, in development. Always have choices. Make a choice and stick with it. Tell everyone to most minute detail what you need to run what you have.
These are our specs. But maybe something was not there.
Remember Microticcit? Moster install box. Gigantic floppy. Really floppy. All you could see was the cardboard. That's what we used for the students to record their voices.
A young person drew picture, it was really much bigger than that.
A lightpen
Microticcit
Reduced to Mac or PC
Authorware Professional in Mac, convert to PC
Authors know how to do this. Without a seam.
Mouse, not light pen.
Phase 3
Video Disc is gone
Develop to deliver on only Mac or PC on CD-ROM.
Some requires real magic board with real nice video.
We are used to having analog
Gone MPEG route.
With Chinese we are using QuickTime, so we don't need any hardware. If they keep improving, we will use a lot more.
We have won awards.
Exito Khorosho
End users
Federal Government
Academic Sector, all over
Private Sector
Results:
It is easy to ask, where is the taxi stand. But can they understand the answer.
CIA - 47% stay at 0
40% made to 1
Results out of oral interviews.
What has worked.
Several teams
Designer teams
Graphic Artists teams
What we do first is interview customers.
CIA, FSI and Defense Language Institute.
Interview
Syllabus
use approach
do design on Microsoft Word - on paper - play on paper
Don't do things on-line right away. What works, do design on computer. Print it out. See the navigation. See what branching. What buttons we need. Nothing goes to graphic artists. Use outside reviewers.
What's wrong. What works. What we lack. Sometimes you skip a step or sol
Here is the French.
Digitized video available. A news program. Show student, hear language in context. Just passive listening. May pick up cognates.
(video clip plays mid screen in French)
lip movement is important
NO interaction here. Student should listen to language. Expose without interruption. Then, after 30 activities, play the same news program. Hit them with listening comprehension. They can usually answer all the questions.
[Icons need to be explained]
Can listen to video segment, then select right or left. Highlight correct response in green.
(C'est bien).
If the wrong choice is made, video clip replays.
Second error, shows them the right number.
Screen was designed for quarter screen. MPEG.
Bigger picture, less quality.
Cataloged video. That's how I learned the numbers.
Spanish is not very interactive.
Differnet levels on interactivity. All kinds with dragging action
TPR - Total Physical Response, we mimic that.
Category 3 language - one of the main things is that it is very gender oriented. Keep track of whether student is male or female. Characters wil then address you with the proper gender.
Arabic.
Every word, translation and audio available.
Buttons are now on right side of screen. Arabic is read from right to left.
Already teaching the student, right side is where you should begin looking.
First activity. Modelling, responding and the actual output.
Set up scenario -
two gentlemen speaking of others in the room
goal -teach occupations
As each occupation is mentioned, icon is highlighted.
Student can click as many or as few times. See translations.
Next step. Listen and click.
If I had gotten it wrong, two tries and we move on.
We use the hour glass approach.
Whole language, then discrete, then whole language again.
Let student decide to review.
Another activity -
a notebook activity
a place where student can review vocabulary
list every word. Save and print selective words to practice at home.
Click on Doctor - camel button is move forward, map is mapping out/quitting, question mark for help.
Course is modern standard arabic. Practical dialects.
Spelling option. Russian has this. Not in Spanish. Especially in level 2 and 3 languages.
Every letter of alphabet in Arabic has four variations. Student must learn each letter, times 4.
In print in script. Each letter is sounded as clicked.
Shape of letter depending on position is also shown.
Next button is dialectical variations. Audio is on the blitz here, but countries where egyptian dialect is used are highlighed on a map.
Grammar note button. Note explains variation of letters. Make student aware of unique grammar aspect.
A recording activity:
It's your turn. Student is actively producing language at this point.
Content now is members of the family. This is my brother. I can introduce my brother.
Record button.
Play conversation - recorded voice, followed by response by on-screen character.
Playback is only student's recording.
Native speaker is model of what student is supposed to record.
Ask Ali how he is today. I work at. I am 45 years old. Template is pretty much the same.
Progress bar shows how far through all the lessiosn.
Occupations are trained differently.
The training has a story line. We follow them through several things happen to them.
This is a prototype. It has been very helpful to see the prototype. The design is going to stay. The interface will see changes. Bring teachers to beta test first. They can find errors. Students will then not be tripped up.
Since authors don't know all these languages, sometimes others cataloging errors are made.
Very important.
Q: How many minutes of running audio and video? Recording on CDROM?
MPEG - 70 minutes on CD. Audio, mix of 1/2 hour per day of video. 1/2 hour to 1 hour of audio.
Recording on CDROM, Authorware calls UCD, records on local hard drive.
Q: Are you teaching grammar too? Verb tenses? Noun translations?
We address, in the Spanish, none on-line. Workbook goes with the prograom. No conjugations. For those individuals who need conjugations.
Q: So it is all converstaional?
Yes.
Q: I am familiar with Hyperglot. Are other security agencies, such as Deptment of Interior using this?
Analysis has pricing for other agencies.
Funny, when Washington Post came, nothing spooky. Totally innocent of our outfit.
Foreigners can come to it.
Q: Compared to foreign language school by State Department, what is the time required? How many days?
This is very intensive. The amount you can learn in 2 intensive weeks might be the same as 2 months or 3 months. The student is getting so much input, by the end of the day the student is dying to try this out on a real person. Teacher knows what is in series.
If student needs grammar, that is in notebook. In Russian, you will hear different ones, ending varies. Grammar notes for cases.
Q: How many minutes of video and audio on CD-ROM?
70 minutes with MPEG
Minutes of audio - not 70 of audio - a lot more. Each CD
9-10 MB per minute
Digital audio takes 1/10 of that. We are using MPEG MPA for audio - with real magic card.
Q: Cost in terms of time and money to develop?
It is usually takes 200 man hours for 1 hour of instruction.
Numerous people. - subject matter expert, graphic artist and depending on how fast you want it.
It depends on what type of material
DV adds time
anywhere from 200 to 400 per hour.
The LOOKS are different for different languages.
We want the students to get the feel for the culture.
Q: Who is using. Universities? How?
As part of curriculum. 1 hour 3x per week, 5x per week. Not the way we do it.
Not like we do 8:00 - 5:00
George Mason - 4x a week. Once a week, meet with teacher.
Very good results. A control group.
Q: For the culture - Spain, Latin America?
In audio - from Spain. Based on Latin America. Instructor from all over 20 countries in Latin America. Picked language that is standard.
Sometimes I think "I wouldn't say that, but I know that"
We didn't do it with Spain because I'm a teacher. Native speaker of English, English accent is going to come across.