e-learning design for web publishing help

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e-learning design for web publishing help by Mind Map: e-learning design for web publishing help

1. social semiotic model

1.1. Writing reports http://www.usyd.edu.au/learningcentre/wrise/

2. My Geistesblitzes

2.1. Check out http://www.mindmeister.com/services/tools/geistesblitz_widgets

3. participatory design

3.1. object-centred sociality http://www.zengestrom.com/blog/2005/04/why_some_social.html

3.2. social objects http://museumtwo.pbworks.com/Chapter-4%3A-Social-Objects

3.3. crowdsourcing design http://nlablog.wordpress.com/2009/07/17/crowdsourcing-design-what-will-this-mean-for-museums/

4. 'product' specifications


4.1.1. interaction design http://www.uie.com/articles/user_expectations/

4.1.2. immediate feedback - see the result of what they have made in context


4.2.1. form to enter question on how to or where to use this feature

4.2.2. nominate self or others for good use of tool

4.2.3. recently added items of this type


4.3.1. sequence of steps to create item

4.3.2. attitude change - improve value to client accessible to all users findable - good metadata, good chunking

5. workplace observation

6. theories of learning

6.1. flow http://www.ted.com/talks/mihaly_csikszentmihalyi_on_flow.html

6.2. Tom Wujec How the brain creates meaning http://www.ted.com/talks/tom_wujec_on_3_ways_the_brain_creates_meaning.html

6.3. scaffolding - how much frontloading is required for this task? what about attitude change?

7. workplace context

7.1. setting: large state government department

7.2. aim: do-it-yourself web publishing

7.3. personal learning goals

7.3.1. 43things.com http://www.43things.com/person/pennyjw

7.3.2. learn more about visualisation collect models

7.4. learners: staff and contractors,adult, internal setting, adequate IT skills

7.5. constraints: learners geographically distributed; remote from face-to-face help; disparate interests

7.6. risks: publishing to external audience, damage to government reputation

7.7. barriers: no help from standard IT helpdesk

8. instructional design approaches

8.1. Use toolbar to add ideas

8.2. Learning objects

8.2.1. conole - Cultural Historical Activity Theory

8.2.2. defintion - Wiley

8.2.3. ENTER to add siblings

8.2.4. DEL to delete

8.2.5. All key shortcuts

8.3. Find out more? Try http://www.mindmeister.com/help

9. review team

9.1. learners

9.2. programmer

9.3. web master

9.4. internal communication

9.5. staff training

10. mentoring science writing


10.1.1. context of organisation academic; cross-discipline project; CityU English is L2; USyd markers may be English L1 or L2

10.1.2. context of communication students are apprenticed in a discipline-specific genre

10.1.3. context of science academic writing characteristics valued in science: objectivity; brevity; relevance; evidence


10.2.1. flexible feedback is text only: no provision for different learning styles

10.2.2. pedagogy strong pedagogical model for process and directed outcomes

10.2.3. opportunities for learning asynchronous; detailed individualised feedback


10.3.1. constructive environment learners create their own representation of course content

10.3.2. integration training in genre-first assessment integrated with technical training

10.3.3. adding value quick turnaround in marking allows multiple versions, timely feedback


10.4.1. collaboration no collaboration between students

10.4.2. cooperation learning model is non-cooperative

10.4.3. communication communication between instructors and students is highly regulated


10.5.1. shared space instructors support instructors dialogues: between expert and markers; otherwise no reflection - yes, for instructors, project is action research observing best practice - students' best writing provides models for others taking risks

10.5.2. making connections links to real-life - applicable to all science writing tasks in general