1. Session 6 Develop Prototype
1.1. What is Prototype?
1.1.1. A working model and a representation of your final work
1.1.2. Provides sufficient information to allow your client to glimpse into your final project
1.1.3. used as important evolution tool
1.2. The Sample Linear Model( Adapted from Dick,Carey &Carey,2001)
1.3. Sample Heuristic Model (Adapted from Morrison, Ross,& Kemp,2003)
1.4. Evaluation
1.4.1. Five types of Instructional System evaluation
1.4.1.1. Evaluation of the instructional materials
1.4.1.2. Quality review of the ISD process
1.4.1.3. Assessment of learner reactions to the insruction
1.4.1.4. Measurement of learner achievement of learning objectives
1.4.1.5. Estimation of instructional consequences
2. READING
2.1. Searching for Learner-Centered, Constructivist, and Sociocultural Components of collaborative Educational Learning Tools
2.1.1. A Learner-Centered View
2.1.1.1. 12 learner-centered Principles ( LCPs)
2.1.1.1.1. Cognitive and Metacognitive Factors
2.1.1.1.2. Motivational and Affective Factors
2.1.1.1.3. Developmental and Social Factors
2.1.1.1.4. Individual Differences
2.1.2. A Constructivist View
2.1.2.1. Cognitive constructivist
2.1.2.1.1. focus on making learning more relevant
2.1.2.1.2. building on student prior knowledge
2.1.2.1.3. posing contrations
2.1.2.1.4. Addressing misconcetions
2.1.2.2. Social constructivist
2.1.2.2.1. emphasize human diague,interaction,negotiation
2.1.2.2.2. Collaboration
2.1.2.3. Both Viewpoint
2.1.2.3.1. emphasize active, generative learning
2.1.3. Sociocultural View
2.1.3.1. Mediation
2.1.3.2. Zone of Proximal Development (ZPD)
2.1.3.3. Internalization
2.1.3.4. Cognitive Apprenticeship
2.1.3.5. Assisted Learning
2.1.3.6. Teleapprenticeship
2.1.3.7. Scaffolded Learning
2.1.3.8. Intersubjectivity
2.1.3.9. Activity Setting as Unit of Analysis
2.1.3.10. Distributed Intelligence in a Learning Community
2.1.4. Reflection
2.2. The promise of multimedia learning: Using the same instructional design method across different media
2.2.1. What is the promise of multimedia learning
2.2.1.1. the promise of multimedia learning is that teachers can tap the power of visual and verbal forms of expression in the service of promoting student understanding.
2.2.2. What is multimedia instructional message?
2.2.2.1. the presentation contains words and pictures
2.2.2.2. the presentation is designed to foster meaningful learning.
2.2.3. How does multimedia learning work?
2.2.3.1. the dual channel assumption
2.2.3.2. the limited capacity assumption
2.2.3.3. the active learning assumption
2.2.4. Do methods work across media ?
2.2.5. Conclusion
2.2.5.1. the promise of multimedia learning rests in the potential of using words and pictures in ways that promote meaningful learning
2.3. A Generic model for guiding the integration of ICT into teaching and learning
2.3.1. Padagogy
2.3.2. Social Interaction
2.3.3. Technology
2.4. Nine Events of Instruction
2.4.1. The nature of instruction
2.4.2. Instruction and Learning
2.4.3. Content
2.4.3.1. Gaining attention
2.4.3.2. Informing the learner of Objective
2.4.3.3. Stimulating recall of prerequisite learned capabilities
2.4.3.4. Presenting the stimulus material
2.4.3.5. Providing learning guidance
2.4.3.6. Eliciting the performance
2.4.3.7. Providing feedback about performance correctness
2.4.3.8. Assessing the performance
2.4.3.9. Enhancing retention and transfer
2.5. Blueprints for complex learning: The 4C/ID Model
2.5.1. Learning Tasks
2.5.1.1. Class Tasks
2.5.1.2. Learner support
2.5.2. Supportive Information
2.5.2.1. mental models
2.5.2.2. cognitive strategies
2.5.2.3. cognitive feedback
2.5.3. Just in time information
2.5.3.1. Information displays
2.5.3.2. Demonstrations and instances
2.5.3.3. corrective feedback
2.5.4. Part-task practice
2.5.4.1. practice items
2.5.4.2. JIT information for part-task practice
2.5.4.3. overtraining
2.6. functionality framwork
2.6.1. Adminstration
2.6.2. Referential
2.6.3. Interactive
2.6.4. Mricoworld
2.6.5. Collabrative
2.6.6. Location aware
2.6.7. Data collection
2.7. Additional Reading Materials
2.7.1. PRINCIPLES OF INSTRUCTION DESIGN
2.7.1.1. Instructional System
2.7.1.1.1. Designing Instructional system
2.7.1.1.2. The Outcome of Instruction
2.7.1.1.3. Varieties of Learning: Intellectual skills and strategies
2.7.1.2. Basic Processes in Learning and Instruction
2.7.1.2.1. Defining Performance Objectives
2.7.1.2.2. Analysis of a Learning Task
2.7.1.2.3. Designing Instructional Sequences
2.7.1.2.4. The Events of Instuctions
2.7.1.2.5. Technology-Affordances
2.7.1.2.6. Evaluating Instuction
2.7.2. INSTRUCTIONAL-DESIGN THEORIES AND MODELES
2.7.2.1. Unit I Framework for Understanding Instructional Theory
2.7.2.1.1. First Principle of Instruction ( M. DAVID MERRILL )
2.7.2.2. Unit 2 Theories for Different Approaches to Instuction
2.7.2.2.1. Direct Approach to Instruction ( WILLIAN G. HUITT, DAVID M. MONETTI, AND JOHN H. HUMMEL )
2.7.2.3. Unit 3 Theories for Different Outcomes of Instuction
2.7.2.4. Unit 4 Tools for Building a Common Knowledge Base
2.7.3. CONSTRUCTIVIST INSRUCTIONAL DESIGN ( C-ID )
2.7.3.1. Section I The Many foundations and faces of instructional design
2.7.3.1.1. Three trends in Instruction design: Is it Time to exchange Skinner's Teaching Machine For Dewey's Toolbox?
2.7.3.1.2. Constuctivism, Intructional Design,and Technology: Implications for Transforming Distance Learning
2.7.3.2. Section II The family resemblances of C-ID
2.7.3.2.1. Fast Prototyping as a Communication Catalyst for E-learning design
2.7.3.3. Section III R2D2 and other C-ID models
2.7.3.3.1. Design as Knowledge Construction:Constucting Knowledge of Design
3. Session 1 Design of Learning/Instructional Products
3.1. What is instructional design?
3.1.1. Definition
3.1.1.1. instructional Designs is defined as 'a systemic process that is employed to develop education and training programs in a consistent and reliable fashion"
3.2. Three Contemporary Threads in ID
3.2.1. Traditional ID schoarship
3.2.2. The Design-Based Research (DBR) Movement
3.2.3. Constructivist -ID Model (C-ID)
3.3. Six Major Kinds of Instructional Design-Theory
4. Session 2 Instructional Design Model
4.1. Models covered in this session
4.1.1. ADDIE
4.1.2. Learning Theories
4.2. Various design approaches
4.3. Activities
4.3.1. Develop strategy for conducing a analysis
4.3.1.1. Identify Potential Client and a Learning Technolgy Product required
4.3.2. Develop a project proposal
5. Session 3 &4 Designing Instructional / Learning Technology Product I & II
5.1. Learning Objectives
5.1.1. Performance objectives
5.1.2. Instructional objectives
5.1.3. Behavioral objectives
5.1.4. Specific instructional objectives
5.1.4.1. Screen area presentation
5.1.4.2. Authoring platform
5.1.4.3. Quality and format of graphics, vidoes
5.1.4.4. Pedagogical considerations
5.1.5. Learning outcomes
5.2. Events of Instuctions
5.3. Knowlege and Skills
5.4. Activities
5.4.1. Identify Potential Client
5.4.1.1. Current students and teachers in middle school
5.4.2. Proposal
5.4.3. Sequence objectives and develop instructional strategy
5.4.4. Develop flowchart
5.4.5. Evaluating Storyboards
5.4.5.1. My Reflection
5.4.6. Evaulator
5.4.6.1. Media,presentation,interface,interaction and treatment
5.4.6.2. Content Accuracy， appropriateness,completeness,coverage
5.4.6.3. Pedagogical quality / Instructional design
6. Session 5 Continue Developing Storyboard
6.1. Multimedia Learning Theory
6.2. Principle
6.3. The Four-Component Instructional Design model -- 4C/ID-model
6.4. Resource-based learning model and design of e-learning
6.4.1. Denifiton
6.4.2. Four Key components of a learning environment
6.4.2.1. Resource
6.4.2.2. Activity
6.4.2.3. Support
6.4.2.4. Evualution
7. Session 7 Social Web OR Web 2.0
7.1. What is web 2.0
7.1.1. user control of information
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. media revolution
7.2. Web 2.0 apps
7.3. Cloud computing
7.3.1. Definition
7.3.2. application
7.3.2.1. monitoring
7.3.2.2. content
7.3.2.3. collaboration
7.3.2.4. finance
7.3.3. platform
7.3.3.1. object storage
7.3.3.2. indentity
7.3.3.3. runtime
7.3.3.4. queue
7.3.4. infrastucture
8. Developing A product
8.1. Learnt From Class
8.1.1. Design Stages
8.1.1.1. Define Goals ：Physics Past Paper System
8.1.1.2. Questionaire
8.1.1.3. Flowchart
8.1.1.4. Proposal
8.1.1.5. Storyboard
8.1.1.6. Prototype
8.1.2. ADDIE model
8.1.2.1. Evaluate
8.1.2.1.1. Implement
8.1.3. ISD
8.2. Theories Review
8.2.1. Multimedia Learning Theory(Mayer, 2003)
8.2.1.1. Multimedia principle
8.2.1.2. Split-attention principle
8.2.1.3. Redundancy principle
8.2.1.4. Modality principle
8.2.1.5. Segmenting principle
8.2.1.6. Pre-training principle
8.2.1.7. Coherence
8.2.1.8. Signaling
8.2.2. The Four-Component Instructional Design model -- 4C/ID-model
8.2.2.1. Four components
8.2.2.1.1. Learning Tasks
8.2.2.1.2. Supportive information
8.2.2.1.3. Just-in-time (JIT ) information
8.2.2.1.4. Part-task practice
8.2.3. Learning by Doing / Case-based Reasoning
8.2.3.1. Learning to do, not just to know
8.2.3.2. Learning in the context of a relevant., meaningful, interesting and authentic task
8.2.3.3. Essential components of a learning environment
8.2.4. Other Models of Learning By Doing
8.2.4.1. Kolb Learning Cycle Tutorial
8.2.4.2. Resource-based learning
8.2.4.2.1. Resource And Tools
8.2.4.2.2. Activity ( Task )
8.2.4.2.3. Support
8.2.4.2.4. Evaluate
8.2.4.3. Jonassen’s Constructivist Learning Environment
8.2.4.3.1. problems
8.2.5. Constructing An Instructional Product ( CISCO )
8.2.5.1. Overview
8.2.5.2. Content / Practice
8.2.5.3. Summary
8.2.5.4. Assessment
8.3. Learning Theories
8.3.1. Behaviorism
8.3.1.1. Stimulus & Response
8.3.1.2. Mind as a black box
8.3.1.3. Mind process not important
8.3.1.4. Focus on observable cause and effect relationship
8.3.1.5. Student remember and respond
8.3.1.6. Teacher present and provide practice and feedback
8.3.2. Cognitivism
8.3.2.1. Mind as an information processor
8.3.2.2. Mind representation and metal models
8.3.2.3. short term, long term and working memories
8.3.2.4. Transfer knowledge through cognitive strategies
8.3.2.5. student remember rules, patterns and strategies
8.3.3. Constructism
8.3.3.1. knowledge us constructed through assimilation and accommodation
8.3.3.2. knowledge is inseparable from knower
8.3.3.3. Learning active process that involves personal discoveries
8.3.3.4. Social constructivism evolved from cognitive constructivism
8.3.4. Learning form Technology Instructivist Models
8.3.4.1. Drill and Practice
8.3.4.2. Computer-based Tutorials
8.3.4.3. Intelligent tutorial systems
8.3.4.4. Gange's Nine-Events of Instruction
8.3.4.5. Reusable Learning Objects
8.3.5. Learning with Technology Constructivist Models
8.3.5.1. Learning environments
8.3.5.2. Technology as a tool in a learning activities
8.3.5.3. Inqueiries and problem solving
8.3.5.4. Cognitive tolls
8.3.5.5. Online collaboration and knowledge building
8.3.5.6. WebQuest and Active Lession
8.3.5.7. Interactive Learning Objects
8.3.6. My Reflection About Learning Theories
9. Group Project of This Course
9.1. Physics Past Paper System
9.1.1. Set the Intended Learning Outcomes
9.1.1.1. Identify weakness and strength in different topics
9.1.1.2. Evaluate student's efficiency in examination
9.1.1.3. Reflect his own performance compare to other classmates
9.1.2. Assessment
9.1.2.1. Categorize the question in different topics. Calculate and compare score achieved in each topic
9.1.2.2. Record the time spent in each questions,analyze accuracy and time management in examination
9.1.2.3. Collect data from other candidates.Rank the performance with reference to other peers
9.1.3. StoryBoard
9.1.3.1. Link to the Flies
9.1.4. Prototype
9.2. Reflection OF The Group Project
9.2.1. The Educational Purpose Of The System
9.2.2. The system flies
9.2.2.1. Proposal
9.2.3. The Product of Our Preject
9.2.3.1. Storyboard
9.2.3.2. Prototype
9.2.4. What I learnt from this project and project