MITE6330 Individual MindMap - Olivia

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MITE6330 Individual MindMap - Olivia by Mind Map: MITE6330 Individual MindMap - Olivia

1. Project development stages

1.1. 1. analysis

1.1.1. needs analysis

1.1.2. audience analysis

1.1.3. environment analysis

1.1.4. content analysis

1.1.5. system analysis

1.1.6. feasibility analysis

1.1.7. risk analysis

1.1.8. project analysis

1.2. 2. design

1.2.1. define a goal(s)

1.2.2. conduct instructional analysis performance analysis task analysis context analysis

1.2.3. analysis learners and context

1.2.4. write performance/ learning objectives performance objectives instructional objectives behavioural objectives specific instructional objectives learning outcomes

1.2.5. develop assessment strategy drill and practice multiple choice true false fill in the blank short answer drag and drop essays problem solving tasks

1.2.6. develop instructional strategy

1.2.7. arrange instruction event gaining attention informing learner of the objective stimulating recall of prerequisite learning presenting the stimulus material providing learning guidance eliciting performance providing feedback about performance assessing the performance enhancing reflection and transfer

1.3. 3. development

1.3.1. develop a set of flowcharts

1.3.2. develop storyboard

1.3.3. write design specifications document screen area presentation authoring plathform quality and format of graphics, video, audio, and other media pedagogical considerations

1.3.4. develop a prototype

1.3.5. review and evaluate project dicumentation

1.4. 4. implementation

1.5. 5. evaluation

2. Instruction Design

2.1. Instructional designer

2.1.1. E-learning designer author educator/ trainer software engineer multimedia designer software engineer visual designer teaching/learning media designer software engineer visual designer

2.2. Learning Technology Products

2.2.1. Kind of products educational digital video multimedia package E-learning educational websites assessment systems educational electronic devices iTuneU, podcasts, e-books

2.3. Instructional Design for Web-based learning

2.3.1. Learning Tasks

2.3.2. Learning Resource

2.3.3. Learning Support

3. Learning Theory

3.1. Behavorism

3.1.1. Basics:Based on observable changes in behavior.

3.1.2. Development history : Pavlov (1849 - 1936) -Thorndike (1874 - 1949) - Skinner (1904 - 1990)

3.1.3. Feature:Behaviorism focuses only on the objectively observable aspects of learning.

3.2. Cognitivisim

3.2.1. Basics:Based on the thought process behind the behavior.

3.2.2. Feature:Cognitive theories look beyond behavior to explain brain-based learning.

3.2.3. Key Concepts Schema Three-Stage Information Processing Model Sensory Register Short-Term Memory (STM) Long-Term Memory and Storage (LTM) Meaningful Effects Serial Position Effects Practice Effects Transfer Effects Interference Effects Organization Effects Levels of Processing Effects State Dependent Effects Mnemonic Effects Schema Effects Advance Organizers

3.3. Constructivism

3.3.1. The Basics of Constructivism:Based on the premise that we all construct our own perspective of the world, through individual experiences and schema.

3.3.2. Feature:constructivism views learning as a process in which the learner actively constructs or builds new ideas or concepts

3.3.3. Types Realistic constructivism Radical constructivism

4. view of key LTD frameworks

4.1. Multimedia Learning Theory

4.1.1. 4C/ID Model (1) Learning Tasks (2) Supportive Information (3) Procedural Information (4) Part-Task Practice

4.2. Learning Methods

4.2.1. Learning by Dong/ Case-based Reasoning Schank- Essential components of a learning environment goal-mission-cover story-role-activities-resources-feedback Lolb-Learning Cycle abstract conceptualization-active experimentation-concrete experience-reflective observation-abstract conceptualization-... ... Dufour's Learning by Doing' 1.experience-2.share-3.process-4.generalize-5.apply

4.2.2. Resource-based Learning Chuichill- 4 key components of a learning evironment resources and tools activity(Task) support evaluation Jonassen's Constructivist Learning Eviroment active/ manipulative constructive collaborative conversational reflective contextualized complex intentional

4.3. Learning design model

4.3.1. ADDIE moddle anlyze design develop implement evaluate'

4.3.2. the Dick and Carey Systems Approach Model

4.3.3. the Smith/Ragan Model

4.3.4. the Morrisin/ Rose/Kemp Model

4.3.5. OAR Model

4.4. M-learning

4.4.1. analysis(costs/ benifit/ forecast) value challenges growth fulure

4.4.2. approaches in classroom outdoor blended learning class management podcasting life-long learning and self-learning

4.4.3. support e-book ipad table computer handheld game console

5. A Structured courseware Pachage Design

5.1. 1. openning

5.1.1. gain attention

5.1.2. login-collect information about the user

5.1.3. automatically record data and time of access

5.1.4. inform users about a lesson and objectives

5.1.5. imform about how to use the courseware

5.1.6. provide main navigation structure

5.2. 2. content presentation

5.2.1. content vavigation through paging structure

5.2.2. keep information about pages visited and time spent

5.2.3. keep information about section completed

5.2.4. provide a map of a section with indication of visited

5.2.5. inform the user about current page

5.3. 3. programmed instructions

5.3.1. keep track of completed section

5.3.2. prevent users from entering one section without completing the other section

5.3.3. allow access to quiz when all section are compeleted

5.3.4. section might follow with some questions and remediation

5.4. 4. quiz/ test

5.4.1. variety of questions

5.4.2. variety of interactions for questions

5.4.3. multimedia within questions

5.4.4. enhanced interactivity in presentation of question

5.4.5. allow access to external tools, sites, information

5.4.6. provide feedback

5.5. 5. record of result

5.5.1. present a user with quantitative feedback

5.5.2. present a user with qualitative feedback

5.5.3. present a user with a certificate, voucher and credit points

5.5.4. record result in an external document or a databae

6. prototype

6.1. the definition of prototype

6.1.1. A working model and representation of your final project

6.1.2. provides sufficient information

6.1.3. used as important evolution tool

6.2. design the protype

6.2.1. interface design layout size of display area resolution color

6.2.2. interaction design buttons hot-spot areas clickable objects key press and shortcuts pull-down menus test entry drag&drop sliders, dialer check boxes, radio boxes, lists haptic devices

6.2.3. presentation design information design(diagrams, icons, symbols, metaphors&analogies, space&lines) general design media design typography

6.3. prototype evaluation

6.3.1. evaluation by a client

6.3.2. evaluation by real users

6.3.3. evaluation by design team

6.3.4. evaluation by development team

6.3.5. there must be some kind of sign-off

7. web 2.0 learning technologies

7.1. features of web2.0

7.1.1. user control of imformation

7.1.2. new forms of expression

7.1.3. web as a point of presence

7.1.4. internet-mediated social/collective activities

7.1.5. web as a platform

7.1.6. rich user experiences

7.1.7. some speak of media revolution

7.2. examples

7.2.1. presentation google site prezi slide voicethreaten

7.2.2. collaborative google document dropbox corkboard

7.2.3. blog google blogger wordpress picasa

7.2.4. wiki wikipedia educational wikis pmwiki

7.2.5. social repositories youtube flickr slideshare

7.2.6. social bookmarking Risal edtags

7.2.7. Rss and Podcasting bloglines

7.2.8. social network facebook friendster

8. Online learning

8.1. Materials for online learning

8.1.1. Information Access

8.1.2. Interactive Learning

8.1.3. Networked Learning email bulletin boards discussion forums chat sessions audioconferencing and videoconferencing

8.1.4. Materials Development & Publication

8.2. Frameworks for online learning setting

8.2.1. Genera

8.2.2. Lecture

8.2.3. Group Discussion

8.2.4. Learning Event

8.2.5. Communicatio

8.2.6. Self Study

8.2.7. Individual Projects

8.2.8. Group Project

8.2.9. Testing

8.2.10. Individual Projects

8.3. Instructional forms and learning

8.3.1. Initial Knowledge

8.3.2. Advanced Knowledge

8.3.3. Expertise

8.4. Learning as knowledge construction

8.4.1. Learning environments support knowledge construction

8.4.2. Electronic Performance Support System Resources Performance Contexts Tools Scaffolding

8.5. Evaluating online learning setting

8.5.1. 10 factors learning design curriculum and standards alignment educational conten authorship and authority learner support resources teacher support resources site design site navigation site performance technical features

8.5.2. 10 critical elements knowledge is constructed learning is more effective if a student can take responsibility for her own learning student motivation is a strong determinant of the outcomes and success of learning higher order learning requires reflection learning is unique to the individual learning is experiential learning is both social and private inexorable epistemological presumptions can misdirect higher order learning learning is spiral learning is ‘messy’

8.5.3. 3 main areas pedagogies resources delivery strategies