MITE 6330 - Tang Yuk Ha, Cha (2011871856)

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1. Design of Learning/Instructional Products

1.1. Learning Technology Product

1.1.1. Educational Institutions

1.1.1.1. ICT in Class

1.1.1.2. Partly E-Learning

1.1.1.3. Flexible Learning

1.1.1.4. Distance Education

1.1.1.5. Education Staff Development

1.1.2. Commercial Environment

1.1.2.1. Solve Own Training Needs

1.1.2.2. Provide Specialized e-training

1.1.2.3. Development Digital Content for sale

1.1.2.4. Develop Custom Solution for a Client

1.2. Context for Development

1.2.1. Outsourcing

1.2.2. In-House

1.2.3. Buy Exiting Product/Solution

1.3. E-Learning Design

1.3.1. Construct

1.3.2. Produce

1.3.3. Assemble

1.3.4. Implement

1.4. Learning Technology Project Stages

1.4.1. "ADDIE" Model

1.4.1.1. Stage 1: Analysis

1.4.1.1.1. Needs assessment

1.4.1.1.2. Audience analysis

1.4.1.1.3. Technology analysis

1.4.1.1.4. Content analysis

1.4.1.1.5. Risk analysis

1.4.1.2. Stage 2: Design

1.4.1.2.1. Learning outcome

1.4.1.2.2. Detailed content analysis

1.4.1.2.3. Develop detailed flowchart

1.4.1.2.4. Develop storyboards

1.4.1.2.5. Develop evaluation tool

1.4.1.3. Stage 3: Development

1.4.1.3.1. Technical review

1.4.1.3.2. Design and test interface of the final product

1.4.1.3.3. Collect,design and develop media components

1.4.1.3.4. Author/Program the product

1.4.1.3.5. Deliver the prototype to small group of users to test features and user experience

1.4.1.3.6. Review outcomes of prototype application

1.4.1.3.7. Decide what needs improvements/changes

1.4.1.3.8. Develop final product

1.4.1.4. Stage 4: Implementation

1.4.1.4.1. Delivering the final product via appropriate channel

1.4.1.4.2. The final project is to be made ready for use by real users.

1.4.1.4.3. Provide some training and related resources for user might be needed.

1.4.1.5. Stage 5: Evaluation

1.4.1.5.1. Make sure the materials achieved the desired goals

2. Reading

2.1. Session 1

2.1.1. Part I: A History of Instructional Media

2.1.2. Part II: A History of Instructional Design

2.2. Session 2

2.2.1. Instructional Design & Learning Therory

2.2.1.1. Learning Theory

2.2.1.1.1. Behavoirism

2.2.1.1.2. Cognitivism

2.2.1.1.3. Constructivism

2.2.2. The Events of Instrunstion

2.2.2.1. Gagne's 9-events of Instruction

2.2.2.1.1. 1. Gain attention

2.2.2.1.2. 2. Describe the goal

2.2.2.1.3. 3. Stimulate recall of prior knowledge

2.2.2.1.4. 4. Present the material to be learned

2.2.2.1.5. 5. Provide guidance for learning

2.2.2.1.6. 6. Elicit performance "practice"

2.2.2.1.7. 7. Provide informative feedback

2.2.2.1.8. 8. Assess performance test

2.2.2.1.9. 9. Enhance retention and transfer

2.3. Session 3

2.3.1. Writing Learning Outcomes

2.3.1.1. What are learning outcomes?

2.3.1.1.1. Learners new behaviours will be after a learning exprience

2.3.1.2. Why are learning outcomes important?

2.3.1.2.1. define the type and depth of learning students are expected to achieve

2.3.1.2.2. provide an object benchmark for formative, summative, and prior learning assessment

2.3.1.2.3. clearly communicate expectations to learners

2.3.1.2.4. clearly communicate graduates skills to prospective employers

2.3.1.2.5. define coherent units of learning that can be further subdivided or modularized for classroom or for the delivery modes

2.3.1.2.6. guide and organize the instructor and the learner

2.3.1.3. How to learning outcomes fit into goals?

2.3.1.3.1. Program aim and goals

2.3.1.3.2. course goals

2.3.1.3.3. Learning outcomes

2.3.1.3.4. sub-outcomes

2.3.2. The promise of multimedia learning: using the same instructional design methods across different media

2.3.2.1. Multimedia Learning

2.3.2.1.1. student can learn more deeply from well designed multimedia messages consisting of words and pictures

2.3.2.1.2. Design of multimedia

2.3.2.1.3. Example

2.3.2.1.4. What is the promise of multimedia learning?

2.3.2.1.5. instructional message

2.3.2.1.6. cognitive theory

2.3.2.1.7. instructional design methods

2.4. Session 4

2.4.1. A Model for Designing Constructivist Learning Environment

2.4.1.1. Jonassen's Model

2.4.1.1.1. Jonassen's Model Correlation with ADDIE

2.4.1.1.2. Constructivism

2.4.1.1.3. What makes this model unique?

2.4.1.1.4. Strengths? Weaknesses?

2.5. Session 5

2.5.1. Teaching and Learning Online

2.5.1.1. Online Learning

2.5.1.1.1. Materials for online learning

2.5.1.1.2. Frameworks for online learning setting

2.5.1.1.3. Instructional forms and learning

2.5.1.1.4. Knowledge construction

2.5.1.1.5. Instructional design for Web-based learning

2.5.1.1.6. Learning Setting that support knowledge construction

2.5.1.2. Learning Tasks

2.5.1.2.1. task-based learning design

2.5.1.2.2. Planning learning tasks

2.5.1.2.3. Authentic assessment

2.5.1.3. Learning Resources

2.5.1.3.1. Content Pages

2.5.1.3.2. Making use of the media

2.5.1.3.3. Interactive learning resources

2.5.1.4. Learning Supports

2.5.1.4.1. Online learning support strategies

2.5.1.4.2. Supporting self-regulated learning

2.5.1.4.3. Social construction of knowledge

2.5.1.4.4. Learning scaffolds

2.5.1.4.5. Learning communities

2.5.1.5. Learning Designs

2.5.1.5.1. Situated Learning

2.5.1.5.2. Problem-based learning (PBL)

2.5.1.5.3. Case-based learning

2.5.1.5.4. Project-based learning

2.5.1.5.5. Inquiry-based learning

2.5.1.5.6. Role-playing and simulations

2.5.1.6. Design and Development Strategies

2.5.1.6.1. Learning Objects

2.5.1.6.2. accessibility

2.5.1.6.3. Metadate

2.5.1.6.4. Organisation strategies for online learning sites

2.5.1.6.5. Evaluating online learning settings

2.6. Session 6 and 7

2.6.1. Searching for Learner - Centered, Constructivist, and Sociocultural Components of Collaborative Education Learning Tools

2.6.1.1. 3 models of mind

2.6.1.1.1. mind as computer

2.6.1.1.2. mind as brain

2.6.1.1.3. mind as rhizome

2.6.1.2. view of instruction in general and of collaborative learning tools

2.6.1.2.1. Learning as information processing

2.6.1.2.2. learning as experiential growth and pattern recognition

2.6.1.2.3. learning as a sociocultural dialogic activity

2.6.1.3. force new sectors

2.6.1.3.1. society to grapple with information access

2.6.1.3.2. transmission

2.6.1.3.3. collaboration

2.6.1.4. Computer-Supporting collabroative learning (CSCL)

2.6.1.4.1. technologies for computer conferencing and collaboration

2.6.1.5. Theoretical Perspectives on Collaborative Learning Tools

2.6.1.5.1. 3 general on collaborative learning tools

2.6.1.5.2. A Learner-Centered View on Collaborative Technology

2.6.1.5.3. A Constructivist View on Collaborative Technology

2.6.1.5.4. Sociocultural Views on Collaborative Technology

2.7. Session 8

2.7.1. Web2.0 and Possibilities for Education Applications

2.7.1.1. is a metaphor for a spectrum of emerging novel internet applications

2.7.1.1.1. example

2.7.1.2. What is Web2.0?

2.7.1.2.1. become a topic that dominates discussions related to advances in the internet

2.7.1.2.2. Web2.0 is a meaningless "buzz" word

2.7.1.3. Read-Write Web

2.7.1.3.1. user to create information and contribute to the sites by publishing content (Gillmor, 2004; Richardson, 2006)

2.7.1.3.2. two types of applications most widely use.....

2.7.1.4. Subscribing to Information

2.7.1.4.1. users subscribe to an information service and information is delivered to them when it becomes available

2.7.1.4.2. allows information to be pushed to subscribers

2.7.1.4.3. subscribe radio news program or podcast create by individual by using desk-top application

2.7.1.5. Social Spaces

2.7.1.5.1. collective activities in a social space

2.7.1.5.2. Web 2.0 application's example

2.7.1.5.3. in Web2.0, individuals can......

2.7.1.5.4. powerful form of web2.0

2.7.1.5.5. another interesting idea

2.7.1.6. The internet as a platform

2.7.1.6.1. signifies a gradual transformation of the internet into a platform

2.7.1.7. open source

2.7.1.7.1. an interesting phenomenon has emerged

2.7.1.8. The Wide Spread of Web2.0

2.7.1.8.1. Data Analysis

2.7.1.8.2. mainly of the wide spread

2.7.1.9. Education and Web2.0

2.7.1.9.1. certain based on the enormous number of Web2.0 internet users

2.7.1.9.2. E-learning 2.0

2.7.1.9.3. Application of web2.0 in teaching and learning might further promote:

2.7.1.9.4. contexts of two ongoing studies

3. Group Assignment

3.1. Share information

3.1.1. Google Doc

3.1.1.1. Cha Tang

3.1.1.2. Christine Cheng

3.1.1.3. Margaret Kwan

3.1.1.4. Josephine Lau

3.1.2. by email

3.2. Create the google sites

3.3. Project proposal (Draft)

3.3.1. Chinese Tea Online Class

3.4. Analysis Questionaire

3.5. Learning objectives and outcome

3.6. Gantt Chart

3.7. Flow chart

3.8. Design

3.8.1. Content and Task Analysis

3.8.2. Design Specifications

3.9. Storyboards

3.10. prototype

3.11. Evaluation prototype

3.12. Project proposal (Competed)

3.13. updated all information on Google site

4. Additional Resources

4.1. Look for more information

4.1.1. Website

4.1.1.1. Learning Theory

4.1.1.2. Factors affecting Learning

4.1.1.3. Bloom (1956) Domains of learning objective

4.1.1.3.1. Cognitive: mental skills (Knowledge)

4.1.1.3.2. Affective: growth in feelings or emotional areas (Attitude)

4.1.1.3.3. Psychomotor: manual or physical skills (Skills)

4.1.1.4. Smith and Ragan Model

4.1.1.4.1. suggest it is "A common Model of Instructional Design

4.1.1.5. Case-Based Reasoning Meets Learning by Doing

4.1.1.6. Developing and Evaluating a Prototype

4.1.1.6.1. Interfaces to interactive multimedia learning environments

4.1.1.6.2. Participatory multimedia learning: Engaging learners

4.1.1.6.3. User Interface Design Tips, Techniques, and Principles

4.1.1.6.4. User Interface Design Framework

4.2. Mindmap

4.2.1. How to draw?

4.2.1.1. Mindmesister

4.2.1.2. Mind42

4.3. Software / Tools

4.3.1. Flash MX

4.3.2. Adobe inllustrator

4.3.3. Photoshop CX5

4.3.4. A free User Interface Design tool for Web Designers

4.4. RISAL

4.5. Wiki - Wikipedia

5. ID Models and Analysis Stage

5.1. Instruction Design Models

5.1.1. 1. Linear Model by Dick & Carey (1990)

5.1.2. 2. Spiral Model by Romiszowski (1981)

5.1.3. 3. Rapid Prototyping Model by Tripp & Bichelmeyer (1990)

5.1.4. 4. Oval Model by Kemp (1985)

5.1.5. 5. Top-to-Bottom Model by Braden (1996)

5.2. Learning Theory

5.2.1. Behavorism

5.2.1.1. Characteristics

5.2.1.1.1. Stimulus & Response

5.2.1.1.2. Mind as a Black Box

5.2.1.1.3. Mind processes not important

5.2.1.1.4. Focus on observable cause and effect relationship

5.2.1.1.5. Students remember and respond

5.2.1.1.6. Teachers present and provide practice and feedback

5.2.2. Cognitivism

5.2.2.1. Characteristics

5.2.2.1.1. Mind as an information processor

5.2.2.1.2. Mind representations and mental models

5.2.2.1.3. Short term, long term and working memory

5.2.2.1.4. Thinking involves manipulation of representations

5.2.2.1.5. Transfer of knowledge through cognitive strategies

5.2.2.1.6. Students remember rules,patterns and strategies

5.2.3. Constructivism

5.2.3.1. Charateristics

5.2.3.1.1. Knowledge us constructed through assimilation and accommodation

5.2.3.1.2. Knowledge is inseparable from knower

5.2.3.1.3. Learning is active process that involves personal discoveries

5.2.3.1.4. Social constructivism evolved from cognitive constructivism

5.3. Learning From Technology

5.3.1. Instructivist Models

5.3.1.1. Drill and Practice

5.3.1.2. Computer-based Tutorials

5.3.1.3. Intelligent tutorial systems

5.3.1.4. Gagne's 9-events of Instruction

5.3.1.5. Reusable Learning Objects

5.3.2. Constructivist Models

5.3.2.1. Learning environments

5.3.2.2. Technology as a tool in a learning activity

5.3.2.3. Inquiries and problem solving

5.3.2.4. Cognitive tolls

5.3.2.5. On-line collaboration and knowledge building

5.3.2.6. WebQuest and ActiveLesson

5.3.2.7. Interactive Learning Objects

6. Design Stage 1

6.1. Define a Goal(s)

6.2. Conduct Instructional Analysis (Performance,Task, Content Analysis)

6.2.1. Analysis of job description

6.2.2. Analysis of job-related documents

6.2.3. Observation of people at work, directly or via recordning

6.2.4. Discussion with people about specific jobs

6.2.5. Extrapolation of tasks from a customer's stated training needs

6.3. Analyze Learners and Context

6.4. Write Performance/Learning Objectives

6.4.1. Performance objectives

6.4.2. Instructional objectives

6.4.3. Behavioural objectives

6.4.4. Specific instructional objectives

6.4.5. Learning outcomes

6.5. Develop Assessment Strategy

6.5.1. Drill and Practice

6.5.2. Essays

6.5.3. Problem Solving

6.5.4. Tasks

6.6. Develop Instructional Strategy

6.7. Arrange Instructional Events

6.7.1. Events of Instruction

6.7.1.1. Gaining Attention

6.7.1.2. Informing learner of the objective

6.7.1.3. Stimulating recall of prerequisite learning

6.7.1.4. Presenting the stimulus

6.7.1.5. Providing learning guidance

6.7.1.6. Eliciting performance

6.7.1.7. Providing feedback about performance

6.7.1.8. Assessing the performance

6.7.1.9. Enhancing retention and tranfer

6.7.2. CISCO RLO Strategy

6.8. Develop a set of Flowcharts

7. Design Stage 2

7.1. Develop a set of Flowcharts

7.2. Develop Storyboards

7.2.1. Reviewed by various people

7.2.1.1. Project team

7.2.1.2. Editor

7.2.1.3. A client

7.2.1.4. A content mater expert

7.2.1.5. A representative of a real user

7.2.2. Evaluated for...

7.2.2.1. content accuracy, appropriateness, completeness, coverage

7.2.2.2. Media, presentation, interface, interaction and treatment

7.2.2.3. Pedagogical quality / Instructional design

7.2.2.4. Technical issues

7.3. Write design specifications document

7.3.1. specifies features of the design

7.3.1.1. Screen area presentation

7.3.1.2. Authoring plathform

7.3.1.3. Quality and format of graphics, videos, audio, and other media

7.3.1.4. Pedagogical considerations

7.4. Review of key LTD frameworks

7.4.1. Multimedia Learning Theory (Mayer, 2003)

7.4.1.1. Multimedia principle

7.4.1.1.1. The learning object should integrate visual and verbal information.

7.4.1.2. Split-attention principle

7.4.1.2.1. Words and pictures should be physically and temporally integrated

7.4.1.3. Redundancy principle

7.4.1.3.1. the same information should not be presented in more than one format

7.4.1.4. Modality principle

7.4.1.4.1. words should be spoken rather than written

7.4.1.5. Segmenting principle

7.4.1.5.1. multimedia messages should be presented in student-paced segments

7.4.1.6. Pre-training principle

7.4.1.6.1. names and characteristics of main concepts should be familiar to students

7.4.1.7. Coherence

7.4.1.7.1. extraneous material should be excluded

7.4.1.8. Signaling

7.4.1.8.1. cues should be used to highlight the organization of the essential material

7.4.2. The Four-Component Instructional Design model (4C/ID-model)

7.4.2.1. four components (van merroenboer.Clark & Croock.2002)

7.4.2.1.1. Learning tasks

7.4.2.1.2. supportive information

7.4.2.1.3. just in time (JIT) information

7.4.2.1.4. part-task practice

7.4.3. Learning by Doing

7.4.3.1. Case-based Reasoning (Schank, Berman, & MacPhersoon, 1999)

7.4.3.1.1. Goals

7.4.3.1.2. Mission

7.4.3.1.3. Cover story

7.4.3.1.4. Role

7.4.3.1.5. Activities

7.4.3.1.6. Resources

7.4.3.1.7. Feedback

7.4.3.2. Other models

7.4.3.2.1. Kolb Learning Cycle

7.4.3.2.2. Dufour's "Learning by Doing"

7.4.4. Resource-based learning (churchill, 2006; Oliver & Herrington, 2001; Hill & Hannafin, 2001)

7.4.4.1. Four key components

7.4.4.1.1. Resources and Tools

7.4.4.1.2. Activity(Task)

7.4.4.1.3. Evaluation

7.4.4.1.4. Support

7.4.5. Jonassen's Constructivist Learning Environment

7.4.5.1. useful tool for considering participative learning

7.4.5.2. in order to be effective, must also meet the criteria of a well-established Constructist Learning Environment (CLE)

7.4.5.3. Classifies problems

7.4.5.3.1. Logical problems

7.4.5.3.2. Algorithms

7.4.5.3.3. Story problems

7.4.5.3.4. Rule-Using Problems

7.4.5.3.5. Decision-Making Problems

7.4.5.3.6. Troubleshooting Problems

7.4.5.3.7. Diagnosis-Solution problems

7.4.5.3.8. Strategic Performance

7.4.5.3.9. Situated Case-Policy Problems

7.4.5.3.10. Design Problems

7.4.5.3.11. Dilemmas

7.5. A structured Courseware Package Design

7.5.1. 1. Opening

7.5.2. 2. Content Presentation

7.5.3. 3. Programmed Instructions

7.5.4. 4. Quiz/Test

7.5.5. 5. Record of Results

8. Developing and Evaluating a Prototype

8.1. What is a prototype?

8.1.1. A working model and a representation of the final project

8.1.2. provides sufficient information to allow a client and the team to have glimpse into the final product

8.1.3. used as important evolution tool

8.2. Design

8.2.1. interface design

8.2.1.1. layout

8.2.1.2. size of display area

8.2.1.3. resolution

8.2.1.4. color

8.2.2. interaction design

8.2.2.1. Buttons

8.2.2.2. Hot-sport areas

8.2.2.3. Clickable objects

8.2.2.4. Key press and shortcuts

8.2.2.5. Pull-down menus

8.2.2.6. Text entry

8.2.2.7. Drag and drop

8.2.2.8. Sliders, Dialer

8.2.2.9. Check boxes, radio boxes, lists

8.2.2.10. Haptic devices

8.2.3. Presentation design

8.2.3.1. information design

8.2.3.1.1. diagrams

8.2.3.1.2. icons

8.2.3.1.3. symbols

8.2.3.1.4. images & photographs

8.2.3.1.5. tables & graphs

8.2.3.1.6. metaphors & analogies

8.2.3.1.7. spaces & lines

8.2.3.2. General treatments

8.2.3.3. Media design

8.2.3.4. Typography

8.3. Prototype Evaluation

8.3.1. By client

8.3.2. By real users

8.3.3. By design team

8.3.4. By development team

8.3.5. There must be some kind of sign-off

8.4. Some name to look for....

8.4.1. Don Norman

8.4.1.1. design of everyday things

8.4.2. Ben Shneiderman

8.4.2.1. Human Computer Interaction laboratory

8.4.3. Jocob Nielsen

8.4.3.1. Usability

9. Web 2.0 Learning Technologies

9.1. What is Web2.0

9.1.1. User control of infromation

9.1.2. New forms of expression

9.1.3. Web as a point of presence

9.1.4. Internet-mediated social/collective activities

9.1.5. Web as a platform

9.1.6. Rich user experiences

9.1.7. Media revolution - "we are media" (Dan Gillmor), "voice of crowds"

9.2. Collection of Web2.0 sites

9.2.1. GO2WEB20

9.3. Blogs

9.3.1. web-based publication

9.3.2. No technical skills to create

9.3.3. Blog can contain......

9.3.3.1. text

9.3.3.2. media

9.3.3.3. links

9.3.4. There are blogs, mob-logs, v-logs, audi-log

9.3.5. blogsphere is a community of bloggers

9.3.6. Blog tools

9.3.6.1. Picasa

9.3.6.2. Blogger

9.3.6.3. Google

9.3.7. New Forms

9.3.7.1. not only about text

9.3.7.2. power of the "citizen journalism"

9.4. WiKi

9.4.1. is social sofware

9.4.1.1. allows collaborative development of an article of common interest to its authors

9.4.2. tool

9.4.2.1. Wikipedia

9.4.2.1.1. one of the most visited website

9.5. Social Bookmarking and Social Repositories

9.5.1. Example

9.5.1.1. Risal

9.5.1.2. TouTube

9.5.1.3. fickr

9.6. RSS Feeds and Aggregators

9.6.1. RSS = Really Simple Syndication

9.6.2. History

9.6.2.1. This originated with news and blog sites

9.6.3. a form of syndication in which a section of website is made available for other sites to use

9.6.4. provide an updated list of content form a site

9.6.5. Aggregator can subscribe to a feed,check for new content at user-determined intervals, and retrieve the content

9.7. Podcasting

9.7.1. distributing audio programs or video over the internet for playback

9.7.2. using either the RSS or Atom syndication formats

9.7.3. Example

9.7.3.1. iTunes 7

9.8. Social Networking

9.8.1. facebook

9.8.2. eBay

9.9. web as a platform

9.9.1. ZOHO

9.9.2. Google Docs & Spreadsheets

9.10. Mobile Web2.0

9.10.1. web services are moving to mobile

9.10.2. example

9.10.2.1. PSP

9.10.2.2. iphone

10. Reflection