1. Design Stage
1.1. Define a goal(s)
1.2. Conduct instructional analysis(performance,task,content analysis
1.2.1. Task Analysis
1.2.1.1. Analysis of job description
1.2.1.2. Analysis of job-related documents
1.2.1.3. Observation of people at work,directly or via recording
1.2.1.4. Discussion with people about specific jobs
1.2.1.5. Extrapolation of tasks from a customer's stated training needs
1.3. Analyze learners and context
1.4. Write performance/Learning objectives
1.4.1. Performance objectives
1.4.2. Instructional objectives
1.4.3. Behavioural objectives
1.4.4. Specific instructional objectives
1.4.5. Learning outcomes
1.4.6. Performance objectives
1.5. Develop assessment strategy
1.5.1. Drill and Practice －Multiple Choice，True False，Fill in the Blank，Short Answer，Drag and Drop
1.5.2. Essays
1.5.3. Problem Solving
1.5.4. Tasks
1.6. Develop instructional strategy
1.7. Arrange instructional events
1.7.1. Gaining Attention
1.7.2. Informing learner of the objective
1.7.3. Stimulating recall of prerequisite learning
1.7.4. Presenting the stimulus material
1.7.5. Eliciting performance
1.7.6. Providing feedback about performance
1.7.7. Assessing the performance
1.7.8. Enhancing retention and transfer
1.8. Develop a set of Flowcharts
1.9. Develop Storyboards
1.9.1. The people who should evaluate the storyboards
1.9.1.1. Project team
1.9.1.2. Editor
1.9.1.3. A client
1.9.1.4. A content mater expert
1.9.1.5. A representative of a real user(rare)
1.9.2. The content of the evaluation
1.9.2.1. Content accuracy,appropriateness,completeness,coverage
1.9.2.2. Media,presentation,interface,interaction and treatment
1.9.2.3. Pedagogical quality/Instructional design
1.9.2.4. Technical issues
1.10. Write design specifications document
1.10.1. Screen area presentation
1.10.2. Authoring platform
1.10.3. Quality and format of graphics,videos,audio,and other media
1.10.4. Pedagogical considerations
1.11. Develop a Prototype
1.12. Review and evaluate project documentation
2. Design of Learning/Instructional Technology Product
2.1. Instructional Design
2.1.1. Instructional Designer
2.1.1.1. Who is an instructional designer?
2.1.1.2. What are his/her roles?
2.1.1.2.1. Course Development Teams：Web-based courses, particularly in the corporate arena, require a team effort.
2.1.1.2.2. ID Tasks：Because different organizations place different expectations on Instructional Designers and Course Developers, the people who build the course must be ready, willing and able to wear various different hats during the course-building process.
2.1.1.2.3. Team Member
2.1.1.3. What is their working context ?
2.1.1.3.1. Mainly can be divided into two parts: Educational organizations and Commercial organizations.
2.1.1.3.2. Context for development
2.1.2. Difference between Instructional Design and Lesson Planning References for Details in "Curriculum and Instruction for Technology Teachers" Chapter 9
2.1.2.1. Instructional Design focuses on "how" the learners will learn
2.1.2.2. Lesson Planning focuses on "what" the learners will learn
2.2. What can LT products do for Educational Institution and Commercial Organizations?
2.2.1. For Educational Institution: ICT in Class, Partly in E-learning, Flexible Learning, Distance Education, Education Staff Development
2.2.2. In Commercial Environment: Solve Own Training Needs, Provide Specialized E-training, Develop Digital Content for Sale, Develop Custom solution for a Client
2.3. The Project Development of Learning Technology Product
2.3.1. Project Development Stages
2.3.1.1. Five stages
2.3.1.1.1. Analysis
2.3.1.1.2. Design
2.3.1.1.3. Development
2.3.1.1.4. Implementation
2.3.1.1.5. Evaluation
2.3.2. What products are LT Products
2.3.2.1. E-learning
2.3.2.1.1. E-learning Design
2.3.2.2. Multimedia Packages
2.3.2.3. Educational Digital Video
2.3.2.4. Educational Websites
2.3.2.5. Blended Learning Packages
2.3.2.6. Assessment Systems
2.3.2.7. Learning Objects
2.3.2.8. Educational Games
2.3.2.9. Educational Electronic Devices
2.3.2.10. Podcast, ITunesU, E-books
2.3.3. Project Development Team
2.3.3.1. Project Manager
2.3.3.2. Instructional Designer
2.3.3.3. Interface Designer
2.3.3.4. Multimedia Designer
2.3.3.5. Programmer
2.3.3.6. Others：writer，video producer，sound engineer，narrator，voice artist，artist，composer，graphic artist，3D modeler
3. Instructional Design Models and Analysis Stage
3.1. Instructional Design's Role In Design Stage
3.1.1. ID as a Special Component of the stage
3.1.2. ID as a Quality Assurance
3.1.3. ID as a Project Management
3.2. Instructional Design Models
3.2.1. Linear Model by Dick & Carey（1996）
3.2.2. Spiral Model By Romiszowski(1981)
3.2.3. Rapid Prototyping Model By Tripp & Bichelmeyer（1990）
3.2.4. Oval Model By Kemp（1985）
3.2.5. Top－to－Bottom Model By Braden（1996）
3.3. Two Learning Technology Models
3.3.1. Learning form Technology Instructivist Models
3.3.1.1. Drill and Practice
3.3.1.2. Computer-based Tutorials
3.3.1.3. Intelligent Tutorial Systems
3.3.1.4. Gange's 9-events of Instruction
3.3.1.4.1. Gain attention
3.3.1.4.2. Describe the goal
3.3.1.4.3. Stimulate recall of prior knowledge
3.3.1.4.4. Present the material to be learned
3.3.1.4.5. Provide guidance for learning
3.3.1.4.6. Elicit performance “practice”
3.3.1.4.7. Provide informative feedback
3.3.1.4.8. Assess performance
3.3.1.4.9. Enhance retention and transfer
3.3.1.5. Reusable Learning Objects
3.3.2. Learning with Technology Constructivist Models
3.3.2.1. Learning environments
3.3.2.2. Technology as a tool in a learning activity
3.3.2.3. Inquiries and problem solving
3.3.2.4. Cognitive tolls
3.3.2.5. On-line collaboration and knowledge building
3.3.2.6. WebQuest and ActiveLesson
3.3.2.7. Interactive learning objects
3.4. Analysis Stage
3.4.1. Analysis
3.4.1.1. Needs assessment
3.4.1.2. User/Audience analysis
3.4.1.3. System/Technology analysis
3.4.1.4. Content analysis
3.4.1.5. Feasibility analysis
3.4.1.6. RIsk analysis
3.4.2. Project Proposal
3.4.2.1. General Introduction
3.4.2.2. Statement of what the client wants form a learning technology
3.4.2.3. Statement of what the user needs
3.4.2.4. Description of the general treatment and reasons for choice
3.4.2.5. Variations on the treatment that are possible
3.4.2.6. Outline diagram of the proposed structure
3.4.2.7. Description of the human resources needed
3.4.2.8. Work breakdown and schedule
3.4.2.9. Cost/payment structure
3.4.2.10. Company statement of the limitation of the proposal
4. My reflection
5. Reading suggested material－Web 2.0 and Possibilities for educational applications by Daniel Churchill
5.1. What is Web 2.0
5.1.1. Read－Write Web
5.1.1.1. Applications
5.1.1.1.1. Enable users to consume
5.1.1.1.2. Enable users to create information and contribute to the sites by publishing content
5.1.1.2. Examples
5.1.1.2.1. Blog
5.1.1.2.2. Wiki
5.1.2. Subscribing to Information
5.1.2.1. Users subscribe to an information service and information is delivered to them when it becomes available
5.1.2.2. Examples
5.1.2.2.1. RSS
5.1.2.2.2. Podcasting
5.1.3. Social Spaces
5.1.3.1. Individuals can create,manage and publish information and resources that they want to access.
5.1.3.1.1. Examples:My Space
5.1.3.2. Resources sharing and referencing systems
5.1.3.2.1. Examples: YouTube,del.icio.us,Napster,Flickr
5.1.3.3. Add comments,provide recommendation and assign a number of stars to the resource indicating its value in some way.
5.1.3.4. The design of flexible systems that are able to "learn" and improve based on users' activities.
5.1.3.4.1. Example:Amazon.com online store
5.1.4. The Internet as a Platform
5.1.4.1. Signifies a gradual transformation of the Internet into a platform that contains tools traditionally understood as being native to desktop computers.
5.1.4.1.1. Example:Google Docs
5.1.5. Open Source
5.1.5.1. Ordinary Internet users act as contributing editors
5.1.5.1.1. Example:Wikipedia
5.2. The wide spread of Web 2.0
5.2.1. The spread is fascinating.
5.2.1.1. Example:YouTube,MySpace,Wikipedia,blogs
5.3. Education and Web 2.0
5.3.1. New forms of assessment such as digital portfolios
5.3.2. Use of INternet-mediated social learning spaces and new forms of collaborative learning
5.3.3. New models and methods for design of learning objects and other kinds of digital curriculum materials that utilize emerging forms of multimedia expressions,open source and remixing of data
5.3.4. New models for resources sharing and support for technology integration of communities of teachers
5.3.5. New generations of learning management systems or possibly no LMS at all, but rather modular content and services management platforms that allow various Web 2.0 services to be selected and integrated into a customized solution
5.4. Conclusion
5.4.1. Web 2.0 is a new paradigm, one that necessarily requires people-and institutions, in particular-yo think outside the traditional frameworks of business,technology,media,education and so on.
5.4.2. In education, unless we give serious attention to Web 2.0 development, we could be encountering students who have expectations that are incompatible with our own thinking and the ways we integrate technology into our pedagogical practices. It is also a danger that unless we accommodate Web 2.0 developments in our teaching, we might find ourselves producing students unable to function in the Web 2.0-literate world outside.
5.4.3. Question needs to be thought:the rise of the technical capabilities of mobile and handheld technologies,what can theydo for education.
6. Key Framework for Design of Learning Products
6.1. Multimedia Learning Theory（Mayer，2003）
6.1.1. Twelve multimedia instructional principles
6.2. The Four-Component Instructional Design Model-4C/ID-Model(van Merrienboer.Clark.&Croock.2002)
6.2.1. Learning Tasks
6.2.2. Supportive Information
6.2.3. JIT Information
6.2.4. Part-task Practice
6.3. Learning by Doing/Case-based Reasoning(Roger Schank and his students,1999)
6.4. Learning Cycle Tutorial(Kolb,1984)
6.5. Learning by Doing(Dufour ,2006)
6.6. Resource-based Learning(Churchill,2006;Oliver & Herrington,2001;hill & Hannafin,2001)
6.6.1. Four key components of a learning environment：Resources and Tools，Activity，Support，Evaluation
6.7. Jonassen's Constructivist Learning Environment
7. A Structured Courseware Package Design
7.1. Opening
7.2. Content Presentation
7.3. Programmed Instructions
7.4. Quiz/Test
7.5. Record of Results
8. Prototype-Representation of final project
8.1. Defination
8.2. Interface Design
8.2.1. Layout
8.2.2. Size of display area
8.2.3. Resolution
8.2.4. Color
8.3. Interaction Design
8.3.1. Buttons,Hot-spot areas,Clickable objects,Key press and shortcuts,Pull-down menus
8.3.2. Text entry,Drag&drop,Sliders,Dialer,Check boxes,Radio boxes,Lists,Haptic devices
8.4. Presentation Design
8.4.1. Information design
8.4.2. General treatments
8.4.3. Media design
8.4.4. Typography
8.5. Prototype Evaluation
8.5.1. By a client
8.5.2. By real users
8.5.3. By design team
8.5.4. By development team
9. WEB 2.0
9.1. Defination
9.1.1. Use control of information
9.1.2. New forms of expression
9.1.3. Web as a point of presence
9.1.4. Internet-mediated social/collective activities
9.1.5. Web as a platform
9.1.6. Rich user experiences
9.2. Different kinds of Web 2.0
9.2.1. Blogs
9.2.1.1. A web－based publication
9.2.1.2. No technical skills to create own blog
9.2.1.3. Contain text,media,links
9.2.1.4. Blogs,mob-logs,v-logs,audi-logs
9.2.1.5. A community of blogers
9.2.1.6. Blog Tools：Picasa, Blogger, edublogs,Technorati,blogpulse,umana
9.2.2. Wiki
9.2.2.1. Wikipedia
9.2.2.1.1. 75,000 active contributors
9.2.2.1.2. >10,000,000 articles in more than 250 language
9.2.2.1.3. >2,300,000 articles in English
9.2.2.1.4. Hundreds of thousands of visitors per day,tens of thousands of edits and new articles
9.2.2.1.5. One of the most visited website
9.2.2.1.6. Comes close to Britannica
9.2.2.2. Wiki Tools: TWiki, MediaWiki, WIkIMANIA,wikispaces,pbwiki,educationalWIKIS,Twiki@hku
9.2.3. Social Bookmarking and Social Repositories
9.2.3.1. Social Bookmarking Tools:del.icio.us,Risal,DIgg.com,edtags,Conotea,LibraryThing，Lighter
9.2.3.2. Social Repositories Tools：YouTube，flickr，slideshare，ODE
9.2.4. RSS Feeds and Aggregators
9.2.4.1. RSS really simple syndication is a form of syndication in which a section of a website is made available for other sites to use
9.2.4.2. RSS Feeds--provide an updated list of content from a site
9.2.4.3. This originated with news and blog site but is increasingly used to syndicate any information
9.2.4.4. Aggregators can subscribe to a feed,check for a new content at user-determined intervals,and retrieve the content
9.2.5. Podcasting
9.2.5.1. Method of distributing audio programs and video over the Internet for playback on mobile devices and personal computers
9.2.5.2. Podcasts are distributed using either the RSS or Atom syndication formats.
9.2.5.3. Tools:nature,podcast.net,POD,iTunes,
9.2.6. Social Network
9.2.6.1. Examples: Facebook,Ebay,friendster,myspace.com,LiVEJOURNAL
9.2.7. Web as a platform
9.2.7.1. Tools: ZOHO, Google,AirSet,yackpack
9.2.8. Open Source
9.2.8.1. Open source
9.2.8.2. Syndications,design for hackability and remixability
9.2.8.3. Systems that gets better when more people are using it
9.2.9. API for Mashups
9.2.9.1. Examples: Amaztype, Gchart
9.3. Mobile Web 2.0
9.3.1. Implication for Instructional Learning Design
9.3.1.1. User generated content
9.3.1.2. Collaboration
9.3.1.3. Social Networking
9.3.1.4. Beyond a single device
9.3.2. Mobile devices in classroom
9.3.3. Mobile learning technologis for 21st Century classrooms