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

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social semiotic model

Writing reports

workplace context

setting: large state government department

aim: do-it-yourself web publishing

personal learning goals

learn more about visualisation, collect models

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

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

risks: publishing to external audience, damage to government reputation

barriers: no help from standard IT helpdesk

instructional design approaches

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Learning objects

conole - Cultural Historical Activity Theory

defintion - Wiley

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participatory design

object-centred sociality

social objects

crowdsourcing design

'product' specifications


interaction design

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


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

nominate self or others for good use of tool

recently added items of this type


sequence of steps to create item

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

workplace observation

theories of learning


Tom Wujec How the brain creates meaning

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

review team



web master

internal communication

staff training

mentoring science writing


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

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

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


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

pedagogy, strong pedagogical model for process and directed outcomes

opportunities for learning, asynchronous; detailed individualised feedback


constructive environment, learners create their own representation of course content

integration, training in genre-first assessment integrated with technical training

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


collaboration, no collaboration between students

cooperation, learning model is non-cooperative

communication, communication between instructors and students is highly regulated


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

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