1. Instruction Design
1.1. Instructional designer
1.1.1. E-learning designer
1.1.1.1. author
1.1.1.1.1. educator/ trainer
1.1.1.1.2. software engineer
1.1.1.2. multimedia designer
1.1.1.2.1. software engineer
1.1.1.2.2. visual designer
1.1.1.3. teaching/learning media designer
1.1.1.3.1. software engineer
1.1.1.3.2. visual designer
1.2. Learning Technology Products
1.2.1. Kind of products
1.2.1.1. educational digital video
1.2.1.2. multimedia package
1.2.1.3. E-learning
1.2.1.4. educational websites
1.2.1.5. assessment systems
1.2.1.6. educational electronic devices
1.2.1.7. iTuneU, podcasts, e-books
1.3. Instructional Design for Web-based learning
1.3.1. Learning Tasks
1.3.2. Learning Resource
1.3.3. Learning Support
2. view of key LTD frameworks
2.1. Multimedia Learning Theory
2.1.1. 4C/ID Model
2.1.1.1. (1) Learning Tasks
2.1.1.2. (2) Supportive Information
2.1.1.3. (3) Procedural Information
2.1.1.4. (4) Part-Task Practice
2.2. Learning Methods
2.2.1. Learning by Dong/ Case-based Reasoning
2.2.1.1. Schank- Essential components of a learning environment
2.2.1.1.1. goal-mission-cover story-role-activities-resources-feedback
2.2.1.2. Lolb-Learning Cycle
2.2.1.2.1. abstract conceptualization-active experimentation-concrete experience-reflective observation-abstract conceptualization-... ...
2.2.1.3. Dufour's Learning by Doing'
2.2.1.3.1. 1.experience-2.share-3.process-4.generalize-5.apply
2.2.2. Resource-based Learning
2.2.2.1. Chuichill- 4 key components of a learning evironment
2.2.2.1.1. resources and tools
2.2.2.1.2. activity(Task)
2.2.2.1.3. support
2.2.2.1.4. evaluation
2.2.2.2. Jonassen's Constructivist Learning Eviroment
2.2.2.2.1. active/ manipulative
2.2.2.2.2. constructive
2.2.2.2.3. collaborative
2.2.2.2.4. conversational
2.2.2.2.5. reflective
2.2.2.2.6. contextualized
2.2.2.2.7. complex
2.2.2.2.8. intentional
2.3. Learning design model
2.3.1. ADDIE moddle
2.3.1.1. anlyze
2.3.1.2. design
2.3.1.3. develop
2.3.1.4. implement
2.3.1.5. evaluate'
2.3.2. the Dick and Carey Systems Approach Model
2.3.3. the Smith/Ragan Model
2.3.4. the Morrisin/ Rose/Kemp Model
2.3.5. OAR Model
2.4. M-learning
2.4.1. analysis(costs/ benifit/ forecast)
2.4.1.1. value
2.4.1.2. challenges
2.4.1.3. growth
2.4.1.4. fulure
2.4.2. approaches
2.4.2.1. in classroom
2.4.2.2. outdoor
2.4.2.3. blended learning
2.4.2.3.1. class management
2.4.2.3.2. podcasting
2.4.2.4. life-long learning and self-learning
2.4.3. support
2.4.3.1. e-book
2.4.3.2. ipad
2.4.3.3. table computer
2.4.3.4. handheld game console
3. A Structured courseware Pachage Design
3.1. 1. openning
3.1.1. gain attention
3.1.2. login-collect information about the user
3.1.3. automatically record data and time of access
3.1.4. inform users about a lesson and objectives
3.1.5. imform about how to use the courseware
3.1.6. provide main navigation structure
3.2. 2. content presentation
3.2.1. content vavigation through paging structure
3.2.2. keep information about pages visited and time spent
3.2.3. keep information about section completed
3.2.4. provide a map of a section with indication of visited
3.2.5. inform the user about current page
3.3. 3. programmed instructions
3.3.1. keep track of completed section
3.3.2. prevent users from entering one section without completing the other section
3.3.3. allow access to quiz when all section are compeleted
3.3.4. section might follow with some questions and remediation
3.4. 4. quiz/ test
3.4.1. variety of questions
3.4.2. variety of interactions for questions
3.4.3. multimedia within questions
3.4.4. enhanced interactivity in presentation of question
3.4.5. allow access to external tools, sites, information
3.4.6. provide feedback
3.5. 5. record of result
3.5.1. present a user with quantitative feedback
3.5.2. present a user with qualitative feedback
3.5.3. present a user with a certificate, voucher and credit points
3.5.4. record result in an external document or a databae
4. Online learning
4.1. Materials for online learning
4.1.1. Information Access
4.1.2. Interactive Learning
4.1.3. Networked Learning
4.1.3.1. email
4.1.3.2. bulletin boards
4.1.3.3. discussion forums
4.1.3.4. chat sessions
4.1.3.5. audioconferencing and videoconferencing
4.1.4. Materials Development & Publication
4.2. Frameworks for online learning setting
4.2.1. Genera
4.2.2. Lecture
4.2.3. Group Discussion
4.2.4. Learning Event
4.2.5. Communicatio
4.2.6. Self Study
4.2.7. Individual Projects
4.2.8. Group Project
4.2.9. Testing
4.2.10. Individual Projects
4.3. Instructional forms and learning
4.3.1. Initial Knowledge
4.3.2. Advanced Knowledge
4.3.3. Expertise
4.4. Learning as knowledge construction
4.4.1. Learning environments support knowledge construction
4.4.2. Electronic Performance Support System
4.4.2.1. Resources
4.4.2.2. Performance Contexts
4.4.2.3. Tools
4.4.2.4. Scaffolding
4.5. Evaluating online learning setting
4.5.1. 10 factors
4.5.1.1. learning design
4.5.1.2. curriculum and standards alignment
4.5.1.3. educational conten
4.5.1.4. authorship and authority
4.5.1.5. learner support resources
4.5.1.6. teacher support resources
4.5.1.7. site design
4.5.1.8. site navigation
4.5.1.9. site performance
4.5.1.10. technical features
4.5.2. 10 critical elements
4.5.2.1. knowledge is constructed
4.5.2.2. learning is more effective if a student can take responsibility for her own learning
4.5.2.3. student motivation is a strong determinant of the outcomes and success of learning
4.5.2.4. higher order learning requires reflection
4.5.2.5. learning is unique to the individual
4.5.2.6. learning is experiential
4.5.2.7. learning is both social and private
4.5.2.8. inexorable epistemological presumptions can misdirect higher order learning
4.5.2.9. learning is spiral
4.5.2.10. learning is ‘messy’
4.5.3. 3 main areas
4.5.3.1. pedagogies
4.5.3.2. resources
4.5.3.3. delivery strategies
5. Project development stages
5.1. 1. analysis
5.1.1. needs analysis
5.1.2. audience analysis
5.1.3. environment analysis
5.1.4. content analysis
5.1.5. system analysis
5.1.6. feasibility analysis
5.1.7. risk analysis
5.1.8. project analysis
5.2. 2. design
5.2.1. define a goal(s)
5.2.2. conduct instructional analysis
5.2.2.1. performance analysis
5.2.2.2. task analysis
5.2.2.3. context analysis
5.2.3. analysis learners and context
5.2.4. write performance/ learning objectives
5.2.4.1. performance objectives
5.2.4.2. instructional objectives
5.2.4.3. behavioural objectives
5.2.4.4. specific instructional objectives
5.2.4.5. learning outcomes
5.2.5. develop assessment strategy
5.2.5.1. drill and practice
5.2.5.1.1. multiple choice
5.2.5.1.2. true false
5.2.5.1.3. fill in the blank
5.2.5.1.4. short answer
5.2.5.1.5. drag and drop
5.2.5.2. essays
5.2.5.3. problem solving
5.2.5.4. tasks
5.2.6. develop instructional strategy
5.2.7. arrange instruction event
5.2.7.1. gaining attention
5.2.7.2. informing learner of the objective
5.2.7.3. stimulating recall of prerequisite learning
5.2.7.4. presenting the stimulus material
5.2.7.5. providing learning guidance
5.2.7.6. eliciting performance
5.2.7.7. providing feedback about performance
5.2.7.8. assessing the performance
5.2.7.9. enhancing reflection and transfer
5.3. 3. development
5.3.1. develop a set of flowcharts
5.3.2. develop storyboard
5.3.3. write design specifications document
5.3.3.1. screen area presentation
5.3.3.2. authoring plathform
5.3.3.3. quality and format of graphics, video, audio, and other media
5.3.3.4. pedagogical considerations
5.3.4. develop a prototype
5.3.5. review and evaluate project dicumentation
5.4. 4. implementation
5.5. 5. evaluation
6. Learning Theory
6.1. Behavorism
6.1.1. Basics：Based on observable changes in behavior.
6.1.2. Development history : Pavlov (1849 - 1936) -Thorndike (1874 - 1949) - Skinner (1904 - 1990)
6.1.3. Feature：Behaviorism focuses only on the objectively observable aspects of learning.
6.2. Cognitivisim
6.2.1. Basics：Based on the thought process behind the behavior.
6.2.2. Feature：Cognitive theories look beyond behavior to explain brain-based learning.
6.2.3. Key Concepts
6.2.3.1. Schema
6.2.3.2. Three-Stage Information Processing Model
6.2.3.2.1. Sensory Register
6.2.3.2.2. Short-Term Memory (STM)
6.2.3.2.3. Long-Term Memory and Storage (LTM)
6.2.3.3. Meaningful Effects
6.2.3.4. Serial Position Effects
6.2.3.5. Practice Effects
6.2.3.6. Transfer Effects
6.2.3.7. Interference Effects
6.2.3.8. Organization Effects
6.2.3.9. Levels of Processing Effects
6.2.3.10. State Dependent Effects
6.2.3.11. Mnemonic Effects
6.2.3.12. Schema Effects
6.2.3.13. Advance Organizers
6.3. Constructivism
6.3.1. The Basics of Constructivism：Based on the premise that we all construct our own perspective of the world, through individual experiences and schema.
6.3.2. Feature：constructivism views learning as a process in which the learner actively constructs or builds new ideas or concepts
6.3.3. Types
6.3.3.1. Realistic constructivism
6.3.3.2. Radical constructivism
7. prototype
7.1. the definition of prototype
7.1.1. A working model and representation of your final project
7.1.2. provides sufficient information
7.1.3. used as important evolution tool
7.2. design the protype
7.2.1. interface design
7.2.1.1. layout
7.2.1.2. size of display area
7.2.1.3. resolution
7.2.1.4. color
7.2.2. interaction design
7.2.2.1. buttons
7.2.2.2. hot-spot areas
7.2.2.3. clickable objects
7.2.2.4. key press and shortcuts
7.2.2.5. pull-down menus
7.2.2.6. test entry
7.2.2.7. drag&drop
7.2.2.8. sliders, dialer
7.2.2.9. check boxes, radio boxes, lists
7.2.2.10. haptic devices
7.2.3. presentation design
7.2.3.1. information design(diagrams, icons, symbols, metaphors&analogies, space&lines)
7.2.3.2. general design
7.2.3.3. media design
7.2.3.4. typography
7.3. prototype evaluation
7.3.1. evaluation by a client
7.3.2. evaluation by real users
7.3.3. evaluation by design team
7.3.4. evaluation by development team
7.3.5. there must be some kind of sign-off
8. web 2.0 learning technologies
8.1. features of web2.0
8.1.1. user control of imformation
8.1.2. new forms of expression
8.1.3. web as a point of presence
8.1.4. internet-mediated social/collective activities
8.1.5. web as a platform
8.1.6. rich user experiences
8.1.7. some speak of media revolution
8.2. examples
8.2.1. presentation
8.2.1.1. google site
8.2.1.2. prezi
8.2.1.3. slide
8.2.1.4. voicethreaten
8.2.2. collaborative
8.2.2.1. google document
8.2.2.2. dropbox
8.2.2.3. corkboard
8.2.3. blog
8.2.3.1. google blogger
8.2.3.2. wordpress
8.2.3.3. picasa
8.2.4. wiki
8.2.4.1. wikipedia
8.2.4.2. educational wikis
8.2.4.3. pmwiki
8.2.5. social repositories
8.2.5.1. youtube
8.2.5.2. flickr
8.2.5.3. slideshare
8.2.6. social bookmarking
8.2.6.1. Risal
8.2.6.2. edtags
8.2.7. Rss and Podcasting
8.2.7.1. bloglines
8.2.8. social network
8.2.8.1. facebook
8.2.8.2. friendster