1. Help
1.1. reference
1.1.1. Bramley, P. & Newby, A. C. (1984). The Evaluation Of Training Part I: Clarifying The Concept. Journal of European & Industrial Training, 8,6, 10-16.
1.1.2. Rossett, A. & Sheldon, K. (2001). Beyond the Podium: Delivering Training and Performance to a Digital World. San Francisco: Jossey-Bass/Pfeiffer, p. 67.
1.1.3. Reiser, R. A. & Dempsey, J. V. (2007). Trends and Issues in Instructional Design (2nd ed.). Upper Saddle River, NJ: Pearson Education, Inc.
1.1.4. Reiser, R. A. (2001). A history of instructional design and technology: Part I: A history of instructional media. ETR&D, 49(1), 53-64.
1.1.5. Reiser, R. A. (2001). A history of instructional design and technology: Part II: A history of instructional design. ETR&D, 49(2), 57-67.
1.1.6. Mergel, B (1998). Instructional design & learning theories.http://www.usask.ca/education/coursework/802papers/mergel/brenda.htm
1.1.7. Chapter 10 “The events of instruction” from Gagne, R., Briggs, L. J., & Wager, W. W. (1992). Principles of instructional design. Orlando, FL: Harcourt Brace College Publishers.
1.1.8. Merrill, M. D., Li, Z., & Jones, M. K. (1990). Second generation instructional design (ID2). Educational Technology, 30(2), 7-14.
1.1.9. Cisco. (1999). Cisco Systems reusable information object strategy: definition, creation overview, and guidelines. Cisco Systems, Inc.
1.1.10. Jonassen, D. (1999). Designing constructivist learning environments. In C. M. Reigeluth (Ed.), Instructional Design Theories and Models: A New Paradigm of Instructional Theory, volume 2 (pp. 215—239). Hillsdale, NJ: Lawrence Erlbaum Associates.
1.1.11. Savery, J. R., & Duffy, T. M. (1995). Problem based learning: an instructional model and its constructivist framework. Educational Technology, 35(5), 31-38
1.1.12. Oliver, R., & Herrington, J. (2001). Teaching and learning on-line: a beginner’s guide to e-learning and e-teaching in higher education. Perth, Australia: Edith Cowan University. Available at http://elrond.scam.ecu.edu.au/oliver/2002/TALO2.pdf
1.1.13. Churchill, D. (2007). Web 2.0 and possibilities for educational applications. Educational Technology, 47(2), 24-29.
1.1.14. Patten, B., Sánchez, I. A., & Tangney, B. (2006). Designing collaborative, constructionist and contextual applications for handheld devices. Computers & Education, 46(3), 294-308.
2. Development of a Product
2.1. learning outcomes
2.1.1. Media production and related issues
2.1.1.1. Multimedia Learning Theory (Mayer, 2003)
2.1.1.1.1. Multimedia principle
2.1.1.1.2. Split-attention principle
2.1.1.1.3. Redundancy principle
2.1.1.1.4. Modality principle
2.1.1.1.5. Segmenting principle
2.1.1.1.6. Pre-training principle
2.1.1.1.7. Coherence
2.1.1.1.8. Signaling
2.1.1.2. The Four-Component Instructional Design model -- 4C/ID-model (van Merroenboer, Clark, & Croock, 2002)
2.1.1.3. Learning by Doing / Case-based Reasoning （Schank, Berman,&MacPhersoon,1999)
2.1.1.4. Other models of learning by doing
2.1.1.4.1. Kolb Learning Cycle (source: http://www.ldu.leeds.ac.uk/ldu/sddu_multimedia/kolb/static_version.php )
2.1.1.4.2. Dufour’s ‘Learning by Doing’ (source http://manaenbrainhouse.blogspot.com/ )
2.1.1.4.3. Jonassen’s Constructivist Learning Environment
2.1.2. Resource-based learning model and design of e-learning
2.1.2.1. Resource-based learning (Churchill, 2006; Oliver & Herrington , 2001; Hill & Hannafin, 2001)
2.1.2.1.1. Four key components of a learning environment
2.1.3. Authoring and integration
2.2. relevant reading
2.2.1. teaching and learning online a beginner’s guide to e-learning and e-teaching in higher education (Ron Oliver & Jan Herrington)
2.2.1.1. Online learning
2.2.1.1.1. Why choose ?
2.2.1.1.2. Materials for online learning
2.2.1.1.3. Frameworks for online learning settings
2.2.1.1.4. Instructional forms and learning
2.2.1.1.5. Learning as knowledge construction
2.2.1.1.6. Instructional Design for Web-based learning
2.2.1.1.7. Designing online settings that support knowledge construction
2.2.1.2. learning tasks
2.2.1.2.1. Content-based design
2.2.1.2.2. Task-based design
2.2.1.2.3. Task-based learning
2.2.1.2.4. Courseware delivery systems
2.2.1.2.5. Planning learning tasks
2.2.1.2.6. Authentic Tasks
2.2.1.3. learning resources
2.2.1.3.1. Content Pages
2.2.1.3.2. Making use of the media
2.2.1.3.3. interactive learning resources
2.2.1.4. learning supports
2.2.1.4.1. Online learning support strategies
2.2.1.4.2. Supporting self-regulated learning
2.2.1.4.3. Social construction of knowledge
2.2.1.4.4. Learning scaffolds
2.2.1.4.5. Learning communities
2.2.1.5. learning design
2.2.1.5.1. types of design
2.2.1.5.2. Learning designs supporting knowledge construction
2.2.1.5.3. Situated learning
2.2.1.5.4. Problem-based learning
2.2.1.5.5. Case-based learning
2.2.1.5.6. Project-based learning
2.2.1.5.7. Inquiry-based learning
2.2.1.5.8. Role-playing & simulations
2.2.1.6. design and development stage
2.2.1.6.1. Learning objects
2.2.1.6.2. Accessibility
2.2.1.6.3. Metadata
2.2.1.6.4. Organisation strategies for online learning sites
2.2.1.6.5. Evaluating online learning settings
3. Developing and Evaluating a Prototype
3.1. learning outcomes
3.1.1. What is a prototype?
3.1.1.1. A working model and a representation of your final project
3.1.1.2. Provides sufficient information to allow a client and the team to have glimpse into the final product
3.1.1.3. Used as important evolution tool
3.1.2. Interface design
3.1.2.1. Layout
3.1.2.2. Size of display area
3.1.2.3. Resolution
3.1.2.4. Color
3.1.3. User Interface Design Tips, Techniques, and Principles http://www.ambysoft.com/essays/userInterfaceDesign.html
3.1.3.1. group work of Prototype
3.1.4. Presentation design
3.1.4.1. Information design
3.1.4.2. General treatments
3.1.4.3. Media design
3.1.4.4. Typography
3.1.5. Developing and evaluating a prototype
3.1.5.1. Evaluation by a client
3.1.5.2. Evaluation by real users
3.1.5.3. Evaluation by design team
3.1.5.4. Evaluation by development team
3.1.6. Evaluation Questionnaire
3.2. relevant reading
3.2.1. paper 1
3.2.1.1. On the Role of Concepts in Learning and Instructional Design (David H. Jonassen)
3.2.1.1.1. key words
3.2.1.1.2. concepts
3.2.1.1.3. PROBLEMS WITH SIMILARITY VIEWS OF CONCEPTS
3.2.1.1.4. OTHER VIEWS OF CONCEPTS
3.2.1.1.5. CONCEPTS AND CONCEPTUAL CHANGE
3.2.2. paper 2
3.2.2.1. Searching for Learner-Centered, Constructivist, and Sociocultural Components of Collaborative Educational Learning Tools
3.2.2.1.1. THEORETICAL PERSPECTIVES ON COLLABORATIVE LEARNING TOOLS
3.2.2.1.2. COLLABORATIVE LEARNING TOOLS
3.2.2.2. The Psychology of Everyday Things http://www.youtube.com/watch?v=47ITg4_XGx0&feature=related
3.2.2.3. Synthesis of ideas and reflection
4. Web 2.0 Learning Technologies
4.1. learning outcomes
4.1.1. What is Web2.0?
4.1.1.1. Collection of Web 2.0 sites
4.1.2. Blog, blogging, blogger, blogsphere
4.1.2.1. a web-based publication
4.1.2.2. Blogsphere is a community of bloggers
4.1.2.3. Blog Tools
4.1.2.4. New Forms of Expression
4.1.2.4.1. Blogging are not only about text
4.1.2.4.2. Digital Story Telling and other Multimedia Expressions are integrated in Blogs and other Web 2 information sources
4.1.2.4.3. Power of the “citizen journalism”
4.1.3. Wiki
4.1.3.1. Wikipedia
4.1.3.1.1. Wikipedia is one of the most visited website
4.1.3.1.2. 75,000 active contributors
4.1.3.1.3. >10,000,000 articles in more than 250 languages
4.1.3.1.4. >2,300,000 articles in English
4.1.3.1.5. Hundreds of thousands of visitors daily, tens of thousands of edits and new articles
4.1.3.2. Wikispaces
4.1.3.2.1. Class schedules and goals, notices for parents, and showcases of student work could all be online in minutes, in a wiki as public or private as you want it to be.
4.1.3.3. Wiki Tools
4.1.4. Social Bookmarking
4.1.5. Social Repositories
4.1.5.1. Repository 2.0: Social Dynamics to Support Community Building in Learning Object Repositories
4.1.5.1.1. Open or Editorial Contribution Models
4.1.5.1.2. Content Contribution Model
4.1.5.1.3. Contribution Model of Metadata and Other Information Concerning the Resource
4.1.5.1.4. Personal and Social Tools
4.1.6. RSS Feeds and Aggregators
4.1.6.1. provide an updated list of content from a site
4.1.6.2. originated with news and blog sites but is increasingly used to syndicate any information
4.1.6.3. Aggregator can subscribe to a feed, check for new content at user-determined intervals, and retrieve the content
4.1.7. Podcasting
4.1.7.1. RSS or Atom syndication formats
4.1.8. Social Networking
4.1.8.1. FACEBOOK
4.1.8.2. MY SPACE
4.1.8.3. EBAY
4.1.9. Web as a Platform
4.1.9.1. ZOHO
4.1.9.2. google docs
4.1.10. Open Source
4.1.10.1. Syndications, design for hackability and remixability
4.1.10.2. Systems that gets better when more people are using it
4.1.11. Mobile Web 2.0
4.1.11.1. apps for ipad and iphone
4.2. relevant readings
4.2.1. paper 1
4.2.1.1. Educational applications of Web 2.0: Using blogs to support teaching and learning
4.2.1.1.1. Introduction
4.2.1.1.2. study
4.2.1.1.3. results
4.2.1.1.4. Teacher reflection
4.2.1.1.5. blog-based activities for learning
4.2.2. paper 2
4.2.2.1. Web 2.0 and Possibilities for Educational Applications
4.2.2.1.1. What Is Web 2.0?
4.2.2.1.2. The Wide Spread of Web 2.0
4.2.2.1.3. Education and Web 2.0
4.2.3. paper 3
4.2.3.1. Designing collaborative, constructionist and contextual applications for handheld devices
4.2.3.1.1. Related work
4.2.3.1.2. Functionality framework
4.2.3.1.3. Pedagogical underpinning
4.2.3.1.4. Collaborative, constructionist and contextual applications
4.2.4. Blogs, Wikis, & Web 2.0 in the Classroom
4.2.4.1. Today's students are DIGITAL learners!
4.3. Synthesis of ideas and reflection
5. Design of Instructional Technology Product
5.1. learning outcomes
5.1.1. what is instructional design?
5.1.1.1. Definition
5.1.1.1.1. Instructional Design is defined as “a systematic process that is employed to develop education and training programs in a consistent and reliable fashion” (Reiser & Dempsey, 2007).
5.1.1.2. kind of ID product
5.1.1.2.1. in education institution
5.1.1.2.2. in commercial environment
5.1.1.2.3. for future products
5.1.2. instructional design V.S. learning design V.S. lesson plan
5.1.2.1. learning design -- focus the process more on the learners rather than the content
5.1.2.2. lesson plan -- more like a frameworks for developing modules or lessons
5.1.2.3. instructional design -- a collaboration of learning design and lesson plan.
5.1.3. stages in ID product development
5.1.3.1. analysis
5.1.3.1.1. Analysis is the study we do in order to figure out what to do — Allison Rossett & Kendra Sheldon (2001)
5.1.3.2. design
5.1.3.2.1. This process is driven by the products of the analysis phase and ends in a model or blueprint of the training process for future development. (http://www.nwlink.com/~donclark/hrd/sat3.html)
5.1.3.3. development
5.1.3.3.1. It basically fleshes out all the previous content built in the prior two phases (Analysis and Design) into a complete learning platform.
5.1.3.4. implementation
5.1.3.4.1. The Implementation phase is where the learning and training products, processes, and services are actually delivered to the learners.
5.1.3.5. evaluation
5.1.3.5.1. Evaluation is the systematic determination of merit, worth, and significance of a learning or training process by using criteria against a set of standards.
5.1.4. project development team
5.1.4.1. team building
5.2. extended reading
5.2.1. paper 1
5.2.1.1. A History of Instructional Design and Technology: Part I: A History of Instructional Media
5.2.1.1.1. instructional design and technology
5.2.1.1.2. history of instructional media
5.2.2. paper 2
5.2.2.1. A History of Instructional Design and Technology: Part II: A History of Instructional Design
5.2.2.1.1. the field of instructional design and technology
5.2.2.1.2. features
5.2.2.1.3. the history of instructional design
5.2.2.1.4. Early Instructional Design Models
6. ID Model and Analysis
6.1. learning outcomes
6.1.1. five stages of ID development
6.1.2. Instructional Design Models
6.1.2.1. Linear model by Dick & Carey
6.1.2.2. Spiral model by Romiszowski 1981
6.1.2.3. Rapid prototyping model by Tripp & Bichelmeyer
6.1.2.4. Oval model by Kemp
6.1.2.5. To-to-bottom Model By Braden
6.1.3. Learning theories and ID
6.1.3.1. learning theory
6.1.3.1.1. Behaviorism
6.1.3.1.2. conginitivism
6.1.3.1.3. constructivism
6.1.3.2. learning from technology instructive models
6.1.3.3. learning with technology constructive models
6.1.4. Various Instructional Design approaches
6.1.4.1. Instructional design emphases
6.1.4.1.1. Resource-based learning
6.1.4.1.2. Teacher-centred learning
6.1.4.1.3. Task-based learning
6.1.5. Conducting Analysis
6.1.5.1. What is an analysis?
6.1.5.2. Who Wants a Learning Technology Product?
6.1.5.3. How to Conduct Analysis?
6.1.5.4. what kinds of analysis?
6.1.5.4.1. Environmental Analysis
6.1.5.4.2. System Analysis
6.1.5.4.3. Audience Analysis
6.1.5.4.4. Content Analysis
6.1.5.4.5. Feasibility Analysis
6.1.5.4.6. Risk Assessment
6.1.5.5. group work of ID product analysis
6.1.6. Writing a Proposal for A LT/ID Project
6.1.6.1. group work of proposal for ID product
6.2. relevant reading
6.2.1. paper 1
6.2.1.1. Mergel, B (1998). Instructional design & learning theories.
6.2.1.1.1. Learning theories and models
6.2.1.1.2. The basics of learning theory
6.2.1.1.3. Comparing The Development of Learning Theories to the Development of the Atomic Theory
6.2.1.1.4. Learning Theories and the Practice of Instructional Design
6.2.1.1.5. Learning Theories - Some Strengths and Weaknesses
6.2.1.1.6. An Eclectic Approach to Theory in Instructional Design
6.2.2. paper 2
6.2.2.1. Merrill’s ID1 and ID2, Instructional Transaction Theory and Knowledge Objects
6.2.2.1.1. First Generation Instructional Design (ID1)
6.2.2.1.2. Second Generation Instructional Design ID2
6.2.3. paper 3
6.2.3.1. Gagne’s Events of Instruction
6.2.3.1.1. the nature of instruction
6.2.3.1.2. Self-instruction and self-leaner
6.2.3.1.3. instruction and learning
6.2.3.1.4. events of instruction
6.2.3.1.5. The events of instruction in a lesson
6.2.4. paper 4
6.2.4.1. CISCO Reusable Learning Object Models Analysis Stage of Instructional/learning product development
6.2.4.1.1. RIOs
6.2.4.1.2. RLO-RIO Structure
6.2.4.1.3. RIO creation process
6.2.4.1.4. guidelines for building the RLO
6.2.4.1.5. guidelines for building RIOs
6.2.5. Instructional Design for Online Courses
6.2.5.1. instructional outcomes
6.2.5.2. online assessment
6.2.5.2.1. performance-based assessent
6.2.5.2.2. other alternative assessment
6.2.5.3. rubrics
6.2.5.3.1. importantce
6.2.5.3.2. tips
6.2.5.3.3. examples
6.2.5.4. learning activities
7. Designing stage of Instructional/Learning Technology Product
7.1. learning outcomes
7.1.1. Design stage of ID product
7.1.1.1. define a goal
7.1.1.2. task analysis
7.1.1.3. analyze learners and context
7.1.1.3.1. questionnair
7.1.1.4. write learning objective
7.1.1.4.1. performance objective, instructional objective, behavioral objective, specific instructional objectives, learning outcomes
7.1.1.4.2. examples
7.1.1.4.3. Bloom (1956)
7.1.1.5. develop assessment strategy
7.1.1.5.1. drill and practice
7.1.1.5.2. essay
7.1.1.5.3. problem solving
7.1.1.5.4. tasks
7.1.1.6. develop instructional strategy
7.1.1.7. arrange instructional events
7.1.1.7.1. Gagne's Instructional Events
7.1.1.8. CISCO RLO Strategy
7.1.1.8.1. Reusable learning object
7.1.1.8.2. CISCO
7.1.2. Design Stage --- Flowcharting a Learning Technology Design Project
7.1.2.1. group work of flowchart
7.1.3. Storyboarding a project
7.1.3.1. Storyboard steps
7.1.3.1.1. opening
7.1.3.1.2. CONTENT PRESENTATION
7.1.3.1.3. PROGRAMMED INSTRUCTIONS
7.1.3.1.4. QUIZ/TEST
7.1.3.1.5. RECORD OF RESULTS
7.1.3.2. group work of storyboard
7.1.3.3. evaluate storyboard
7.1.3.3.1. by various people
7.1.3.3.2. evaluate for
7.1.4. Design specification
7.2. relevant reading
7.2.1. paper 1
7.2.1.1. The promise of multimedia learning: using the same instructional design methods across different media
7.2.1.1.1. What is the promise of multimedia learning?
7.2.1.1.2. What is a multimedia instructional message?
7.2.1.1.3. How does multimedia learning work?
7.2.1.1.4. Do methods work across media?
7.2.2. paper2
7.2.2.1. Blueprints for Complex Learning: The 4C/ID-Model
7.2.2.1.1. 4C/ID-Model
7.2.2.1.2. Complex learning
7.2.2.1.3. 4 blueprint components
7.2.3. paper3
7.2.3.1. Designing constructivist learning environment
7.2.3.1.1. Goal of this theory
7.2.3.1.2. Values
7.2.3.1.3. Model for designing CLE
7.2.4. paper 4
7.2.4.1. Problem based learning: an instructional model and its constructivist framework
7.2.4.1.1. Constructivism
7.2.4.1.2. Instructional Principles
7.2.4.1.3. Problem-Based Learning