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. workplace context

2.1. setting: large state government department

2.2. aim: do-it-yourself web publishing

2.3. personal learning goals

2.3.1. 43things.com http://www.43things.com/person/pennyjw

2.3.2. learn more about visualisation

2.3.2.1. collect models

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

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

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

2.7. barriers: no help from standard IT helpdesk

3. instructional design approaches

3.1. Use toolbar to add ideas

3.2. Learning objects

3.2.1. conole - Cultural Historical Activity Theory

3.2.2. defintion - Wiley

3.2.3. ENTER to add siblings

3.2.4. DEL to delete

3.2.5. All key shortcuts

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

4. My Geistesblitzes

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

5. participatory design

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

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

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

6. 'product' specifications

6.1. DESIGN GUIDELINES

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

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

6.2. COMMUNITY BUILDING

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

6.2.2. nominate self or others for good use of tool

6.2.3. recently added items of this type

6.3. STUFF TO LEARN

6.3.1. sequence of steps to create item

6.3.2. attitude change - improve value to client

6.3.2.1. accessible to all users

6.3.2.2. findable - good metadata, good chunking

7. workplace observation

8. theories of learning

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

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

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

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. CONTEXT

10.1.1. context of organisation

10.1.1.1. academic; cross-discipline project; CityU English is L2; USyd markers may be English L1 or L2

10.1.2. context of communication

10.1.2.1. students are apprenticed in a discipline-specific genre

10.1.3. context of science

10.1.3.1. academic writing characteristics valued in science: objectivity; brevity; relevance; evidence

10.2. ACTIVITIES

10.2.1. flexible

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

10.2.2. pedagogy

10.2.2.1. strong pedagogical model for process and directed outcomes

10.2.3. opportunities for learning

10.2.3.1. asynchronous; detailed individualised feedback

10.3. INTEGRATION

10.3.1. constructive environment

10.3.1.1. learners create their own representation of course content

10.3.2. integration

10.3.2.1. training in genre-first assessment integrated with technical training

10.3.3. adding value

10.3.3.1. quick turnaround in marking allows multiple versions, timely feedback

10.4. COLLABORATION

10.4.1. collaboration

10.4.1.1. no collaboration between students

10.4.2. cooperation

10.4.2.1. learning model is non-cooperative

10.4.3. communication

10.4.3.1. communication between instructors and students is highly regulated

10.5. SHARED SPACES

10.5.1. shared space

10.5.1.1. instructors support instructors

10.5.1.2. dialogues: between expert and markers; otherwise no

10.5.1.3. reflection - yes, for instructors, project is action research

10.5.1.4. observing best practice - students' best writing provides models for others

10.5.1.5. taking risks

10.5.2. making connections

10.5.2.1. links to real-life - applicable to all science writing tasks in general