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MITE 6330 Learning Design and Technology by Yao Ruyan 2012877728 by Mind Map: MITE 6330 Learning Design and Technology by Yao Ruyan 2012877728
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MITE 6330 Learning Design and Technology by Yao Ruyan 2012877728

Overall presentation of the mindmap:This is my mindmap for MITE 6330. By using the mindmap,I have a more systematic understanding of the course and I can also draw the map with my own comprehension for the course. In this mindmap, I'm going to cover all the content of the course, add some knowledge by reading additional references and give my own reflection at last.

Design Stage

Define a goal(s)

Conduct instructional analysis(performance,task,content analysis

Analyze learners and context

Write performance/Learning objectives

Bloom(1956) Domains of learning Objectives :Knowledge Cognitive Attitude Affective Skills Psychomotor “Bloom's Taxonomy is a classification of learning objectives within education proposed in 1956 by a committee of educators chaired by Benjamin Bloom who also edited the first volume of the standard text, Taxonomy of educational objectives: the classification of educational goals (1956).”   From: Wikipedia's_Taxonomy

Develop assessment strategy

Develop instructional strategy

Arrange instructional events

"This theory stipulates that there are several different types or levels of learning. The significance of these classifications is that each different type requires different types of instruction. Gagne identifies five major categories of learning: verbal information, intellectual skills, cognitive strategies, motor skills and attitudes. Different internal and external conditions are necessary for each type of learning. For example, for cognitive strategies to be learned, there must be a chance to practice developing new solutions to problems; to learn attitudes, the learner must be exposed to a credible role model or persuasive arguments." From:

Develop a set of Flowcharts

Develop Storyboards

Write design specifications document

Develop a Prototype

Review and evaluate project documentation

Design of Learning/Instructional Technology Product

References For this part: 1.Merrill, M. D., Drake, L., Lacy, M. J., Pratt, J., & ID2_Research_Group. (1996). Reclaiming instructional design. Educational Technology, 36(5), 5-7. 2.Petrina, S. (2004). Curriculum and instruction for technology teachers. Online: http://www. cust. educ. ubc. ca/programs/tsed/research/books. 3.Picture: 4.Resources: 5.Smith, P. L., & Ragan, T. J. (1999). Instructional design. Upper Saddle River, New Jersey: Merrill. 6.Steen, H. L. (2008). Effective eLearning design. Journal of Online Learning and Teaching, 4(4), 526-532.

Instructional Design

What can LT products do for Educational Institution and Commercial Organizations?

The Project Development of Learning Technology Product

Instructional Design Models and Analysis Stage

Instructional Design's Role In Design Stage

Instructional Design Models

Related references and online resources:   1.Dick, W. (1996). The Dick and Carey model: Will it survive the decade?.Educational Technology Research and Development, 44(3), 55-63. 2.Instructional Strategies online: 3.Linear Model by Dick & Carey: 4.MCCoy: 5.Oval Model By Kemp(1985) 6.Rapid Prototyping Model By Tripp & Bichelmeyer(1990) 7.Wikipedia: 8.Wikipedia: 9.Pictures:  

Two Learning Technology Models

Analysis Stage

Key Framework for Design of Learning Products

Related references and online resources: 1.Kolb Learning Cycle Tutorial - Static Version: 2.Learning by Doing/Case-based Reasoning: 3.Mayer, R. E. (2005). Cognitive theory of multimedia learning. The Cambridge handbook of multimedia learning, 31-48. 4.Wikipedia: 5.Pictures:  

Multimedia Learning Theory(Mayer,2003)

Multimedia learning is a cognitive theory of learning which has been popularized by the work of Richard E. Mayer and others. Multimedia learning happens when we build mental representations from words and pictures. The theory has largely been defined by Mayer’s cognitive theory of multimedia learning. Generally, the theory tries to address the issue of how to structure multimedia instructional practices and employ more effective cognitive strategies to help people learn efficiently. From:Mayer, R. E. (2005). Cognitive theory of multimedia learning. The Cambridge handbook of multimedia learning, 31-48.

The Four-Component Instructional Design Model-4C/ID-Model(van Merrienboer.Clark.&Croock.2002)

"4C/ID is what I call a "main-stream" Instructional Design Model that addresses the issue of how to teach complex skills, i.e. solid know-how that can be applied to real problem problems." From:

Learning by Doing/Case-based Reasoning(Roger Schank and his students,1999)

"Learning by doing, a term used synonymously with case-based reasoning (CBR), is an instructional model first put forward by American psychologist Roger Schank. " From:

Learning Cycle Tutorial(Kolb,1984)

"Reflective practice is important to the development of lecturers as professionals as it enables us to learn from our experiences of teaching and facilitating student learning. Developing reflective practice means developing ways of reviewing our own teaching so that it becomes a routine and a process by which we might continuously develop. Kolb developed a theory of experiential learning that can give us a useful model by which to develop our practice. This is called The Kolb Cycle, The Learning Cycle or The Experiential Learning Cycle. The cycle comprises four different stages of learning from experience and can be entered at any point but all stages must be followed in sequence for successful learning to take place. The Learning Cycle suggests that it is not sufficient to have an experience in order to learn. It is necessary to reflect on the experience to make generalisations and formulate concepts which can then be applied to new situations. This learning must then be tested out in new situations. The learner must make the link between the theory and action by planning, acting out, reflecting and relating it back to the theory." From: Kolb Learning Cycle Tutorial - Static Version

Learning by Doing(Dufour ,2006)

Resource-based Learning(Churchill,2006;Oliver & Herrington,2001;hill & Hannafin,2001)

Jonassen's Constructivist Learning Environment

A Structured Courseware Package Design


Content Presentation

Programmed Instructions


Record of Results

Prototype-Representation of final project


1.A working model and presentation of your final project 2.Provides sufficient information to allow client and the team to have glimpse into the final product 3.Used as important evaluation tool

Interface Design

Interaction Design

Presentation Design

Prototype Evaluation

WEB 2.0

Related references and online resources: 1.Churchill, D. (2009). Educational applications of Web 2.0: Using blogs to support teaching and learning. British Journal of Educational Technology, 40(1), 179-183. 2.Mobile Web 2.0: 3.Podcasting:Wikipedia 4.Social bookmarking:Wikipedia 5.Web 2.0 :Wikipedia 6.Wiki:Wikipedia 7.Picture:


"The term Web 2.0 was coined in 1999 to describe web sites that use technology beyond the static pages of earlier web sites. It is closely associated with Tim O'Reillybecause of the O'Reilly Media Web 2.0 conference which was held in late 2004.[1][2]Although Web 2.0 suggests a new version of the World Wide Web, it does not refer to an update to any technical specification, but rather to cumulative changes in the ways software developers and end-users use the Web." From:

Different kinds of Web 2.0

Mobile Web 2.0

"According to NESSI’s Semantic Technologies Working Group: ‘Web 2.0 technologies can potentially deliver advanced sharing and learning functionality based on (European wide) social networks exploiting user-tagged content and overcoming individual and local limitations for knowledge end [sic] experience sharing. Exploiting and modelling of relationships using techniques such as social network analysis enables a new dimension for knowledge sharing and collaboration.’ Effectively, this definition for Web 2.0 boils down to three key verbs that lie at the heart of what denotes Mobile Web 2.0: ‘share’, ‘collaborate’ and ‘exploit’. " From:

My reflection

A learning technology product project requires lots of work and people.There are five development stages in the whole project: analysis, design, development, implementation and evaluation. During the five stages, it requires a professional team and the members of the team working together. Except for the essential five stages, the macroscopical social environment and the specific environment for the product are also needed to be considered.  In these sessions I learn, they provide a systematic and integrated context for using instructional technology product for educational purpose. In Session 1, it gives us a basic idea about instructional design. Instructional design is a practice which can help people learning more efficient and effective by providing a instructional experience and activity. Instructional design focuses on how the learners will learn which means it can help realize the learning outcomes by providing learning ways or methods. In Session 2, some instructional design models are listed. These models provide "guidelines or frameworks to help people organize and structure the process of creating instructional activities".Through the two kinds of learning technology models:learning form technology instructivist models and learning with technology constructivist models, we want to offer a learner-centers, knowledge-centered learning environment for the learners. For the start of a project, analysis is quite important for getting the information from environment, clients, users and so on. In Session 3,Session 4 and Session 5, we are focusing on the design stage of the whole project: developing the strategy, flowchart and storyboard. For the project, the final presentation is a prototype. It contains interface design, interaction design and presentation design. The prototype provides as a sample of the work for all the workers they can have a clear idea about what they have done and what the product would look like. There is no doubt that evaluation runs through all these stages. In the last session- Session 8, the connection between social web or Web 2.0 and learning technology design was stated. In Web 2.0, user are the central of the internet, web is a platform to provide all the services. During the process of learning technology design, how to use Web 2.0 to help realize the learning ways which the product wants to provide is a important thing.

Reading suggested material-Web 2.0 and Possibilities for educational applications by Daniel Churchill

Churchill, D. (2009). Educational applications of Web 2.0: Using blogs to support teaching and learning. British Journal of Educational Technology,40(1), 179-183.

What is Web 2.0

The wide spread of Web 2.0

Education and Web 2.0