MITE 6330 - Learning Technology Design

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MITE 6330 - Learning Technology Design by Mind Map: MITE 6330 - Learning Technology Design

1. Instructional Design Models

1.1. ADDIE Model

1.1.1. Analysis

1.1.2. Design

1.1.3. Development

1.1.4. Implementation

1.1.5. Evaluation

1.2. Dick And Carey Systems Approach Model

1.2.1. Identify instructional goal

1.2.2. Conduct instructional analysis

1.2.3. Analyze learners and context

1.2.4. Write performance objectives

1.2.5. Develop Assessment Instruments

1.2.6. Develop instructional strategy

1.2.7. Develop and select instructional materials

1.2.8. Design and Conduct Formative Evaluation of Instruction

1.2.9. Revise Instruction

1.2.10. Design and Conduct Summative Evaluation

1.3. Kemp Instructional Design Model

1.3.1. Identify instructional problems

1.3.2. Examine learner characteristics

1.3.3. Analyze task

1.3.4. State instructional objectives

1.3.5. Sequence content

1.3.6. Design instructional strategies

1.3.7. Plan the instructional message and delivery

1.3.8. Develop evaluation instruments

1.3.9. Select resources to support instruction and learning activities

1.4. Gagné's Nine Events of Instruction

1.4.1. Gain attention

1.4.2. Describe the goal

1.4.3. Stimulate recall of prior knowledge

1.4.4. Present the material to be learned

1.4.5. Provide guidance for learning

1.4.6. Elicit performance "practice"

1.4.7. Provide informative feedback

1.4.8. Assess performance test

1.4.9. Enhance Retention and Transfer

1.5. Merrill's ID1 and ID2, Instructional Transaction Theory and Knowledge Objects

1.5.1. Instructional Design

1.5.1.1. First Generation (ID1)

1.5.1.1.1. Limitations

1.5.1.2. Second Generation (ID2)

1.5.1.2.1. Knowledge Representation

1.5.1.2.2. Instructional Strategies and Transactions

2. Web 2.0 Based Learning Technologies

2.1. What is it?

2.1.1. Advanced approaches to internet applications

2.1.2. Intelligence can be formed from the masses

2.1.3. system gets better with more user activities

2.1.4. new ways to express ideas

2.1.5. focus on sharing and collaboration

2.2. Examples of Web2.0 applications

2.2.1. Internet as a Platform

2.2.1.1. refers to platforms that "contains tools traditioanlly understood as being native to desktop computers" (Churchill, 2007).

2.2.1.2. makes collaboration much easier

2.2.1.2.1. Google Docs

2.2.1.3. allow information to be stored online

2.2.1.3.1. Dropbox

2.2.2. Read-Write Web

2.2.2.1. includes a wide range of internet applications

2.2.2.1.1. Blogs

2.2.2.1.2. Wiki

2.2.2.1.3. Social Repositories

2.2.2.1.4. Social Bookmarking

2.2.2.2. allow users to consume and create information

2.2.2.3. YouTube video on Read/Write web with Will Richardson

2.2.2.3.1. move students from readers to readers and writers/publishers

2.2.2.3.2. about collaboration and real-time interaction

2.2.2.3.3. changing traditional schools

2.2.2.3.4. connecting people from across the world

2.2.2.3.5. physical space will be less common in the fututre

2.2.2.4. Open source

2.2.2.4.1. designed for hackability and remixability

2.2.2.4.2. system gets better when more people uses it

2.2.3. Social Spaces

2.2.3.1. users share common interests, converse, comment and simply exchange ideas

2.2.3.1.1. Facebook

2.2.3.1.2. TED

2.2.3.2. get stronger when more people are involved

2.2.3.2.1. Amazon.com

2.2.3.2.2. YouTube

2.2.4. Subscribing to Information

2.2.4.1. allows users to subscribe to a web and information will be delivered to them when available.

2.2.4.2. called "syndication fee" or "RSS" (really simple syndication)

2.2.4.3. Popular examples

2.2.4.3.1. News channels

2.2.4.3.2. Shopping

2.2.4.3.3. websites/blogs

2.3. Reflection

2.3.1. greater peer collaboration

2.3.1.1. easier to collaborate

2.3.1.2. using internet as platform to save/transfer work

2.3.1.3. able to work simultaneously on same document

2.3.1.3.1. beyond a single device

2.3.2. learn how to use web 2.0 applications

2.3.3. learn alternate way to store/save information

2.3.4. social networking

2.3.4.1. connect with others worldwide

3. Design learning/Instructional Technology

3.1. Products

3.1.1. Educational Institutions

3.1.1.1. ICT in class

3.1.1.2. Partly e-Learning

3.1.1.3. Distance Education

3.1.1.4. Flexible Learning

3.1.1.5. Education Staff Development

3.1.2. Commercial Environment

3.1.2.1. Solve Own Training Needs

3.1.2.2. Provide Specialized e-Learning

3.1.2.3. Develop digital content for sale

3.1.2.4. Develop Custom Solutions for a Client

3.2. Types of Development

3.2.1. Outsourcing

3.2.2. In House

3.2.3. Buy Existing Product

3.3. History

3.3.1. Movements

3.3.1.1. Programmed Instruction

3.3.1.2. Behavioural Objectives

3.3.1.3. Criterion-Referenced Testing

3.4. van Merrienboer's 4C/ID instructional design model

3.4.1. Attempts to solve common problems

3.4.1.1. Compartmentalization

3.4.1.2. Fragmentation

3.4.1.3. Transfer Paradox

3.4.2. Four main components

3.4.2.1. Learning tasks

3.4.2.1.1. Organized into simple to complex

3.4.2.2. Supportive information

3.4.2.2.1. Learning non repetitive tasks

3.4.2.3. Procedural information

3.4.2.3.1. Step-by-step application of instructions

3.4.2.3.2. Recalling instructions as needed

3.4.2.4. Part-task Practice

3.4.2.4.1. Drives towards automation of task

3.4.2.4.2. Not always required

3.5. Reflection

4. Designing for Concept Learning

4.1. Collaborative Technology

4.1.1. Learner centered

4.1.1.1. Cognitive and metacognitive factors

4.1.1.1.1. Nature of learning process

4.1.1.1.2. Goals of learning process

4.1.1.1.3. Construction of knowledge

4.1.1.1.4. Strategic thinking

4.1.1.1.5. Thinking about thinking

4.1.1.1.6. Context of learning

4.1.1.2. Motivational and affective factors

4.1.1.2.1. Motivational and emotional influences on learning

4.1.1.2.2. Intrinsic motivation to learn

4.1.1.2.3. Effects of motivation on effort

4.1.1.3. Developmental and social factors

4.1.1.3.1. Developmental influences on learning

4.1.1.3.2. Social influences on learning

4.1.1.4. Individual differences

4.1.1.4.1. Individual differences in learning

4.1.1.4.2. Learning and diversity

4.1.1.4.3. Standards and assessment

4.1.2. Constructivist

4.1.2.1. Cognitive

4.1.2.1.1. Mind

4.1.2.1.2. Raw materials

4.1.2.1.3. Student autonomy

4.1.2.1.4. Meaningfulness and personal motivation

4.1.2.1.5. Conceptual organization/cognitive framing

4.1.2.1.6. Prior knowledge and misconceptions

4.1.2.1.7. Questioning

4.1.2.1.8. Individual exploration and generating connections

4.1.2.1.9. Self-regulated learning

4.1.2.1.10. Assessment

4.1.2.2. Social

4.1.2.2.1. Mind

4.1.2.2.2. Authentic problems

4.1.2.2.3. Team choice and common interests

4.1.2.2.4. Social dialogue and elaboration

4.1.2.2.5. Group processing and reflection

4.1.2.2.6. Teacher explanation, support and demonstrations

4.1.2.2.7. Multiple viewpoints

4.1.2.2.8. Collaboration and negotiation

4.1.2.2.9. Learning communities

4.1.2.2.10. Assessment

4.1.3. Social cultural perspectives

4.1.3.1. Mediation

4.1.3.2. Zones of proximal development

4.1.3.3. Internalization

4.1.3.4. Cognitive apprenticeship

4.1.3.5. Assisted learning

4.1.3.6. Teleapprenticeship

4.1.3.7. Scaffolded learning

4.1.3.8. Intersubjectivity

4.1.3.9. Activity setting as unit of analysis

4.1.3.10. Distributed intelligence in a learning community

4.1.4. Tools

4.1.4.1. Adobe Connect

4.1.4.2. Google Docs

4.1.4.3. Second Life

4.2. Reflection

5. Designing Learning Technology for Mobile Learning

5.1. Functional Framework pedagogical underpinnings

5.1.1. Administration

5.1.1.1. Characteristics

5.1.1.2. Examples

5.1.2. Referential

5.1.2.1. Charcteristics

5.1.2.2. Examples

5.1.3. Interactive

5.1.3.1. Characteristics

5.1.3.2. Examples

5.1.4. Microworld

5.1.4.1. Characteristics

5.1.4.2. Examples

5.1.5. Data Collection

5.1.5.1. Characteristics

5.1.5.2. Examples

5.1.6. Location aware

5.1.6.1. Characteristics

5.1.6.2. Examples

5.1.7. Collaborative

5.1.7.1. Characteristics

5.1.7.2. Examples

5.2. Characteristics

5.2.1. learning can take place anytime, anytwhere

5.2.2. small handheld devices that fits in our palm

5.3. Reflection

6. Context for Instructional/Learning Design

6.1. Teachers' Private Theories

6.1.1. How is it developed?

6.1.1.1. interactions

6.1.1.2. instructions

6.1.1.3. inferences

6.1.1.4. observations

6.1.2. What impacts teachers' private theories?

6.1.2.1. students

6.1.2.2. learning

6.1.2.3. teacher

6.1.2.4. technology

6.1.2.5. design

6.1.2.6. educational change

6.1.3. Research findings

6.1.3.1. private theories shaped by 2 sources: individual beliefs and institutional influence

6.1.3.2. pedagogical content knowledge is important in effective design of resources but does not seem to show he same impact in the design of technology based learning

6.1.3.3. different areas dominated at either the beginning or the end of the teachers' design decision

6.1.3.4. when teacher believe the learning as the dominating factor in their design, they tend to incorporate student-centered technology based learning

6.2. Reflection

7. Development of a Product

7.1. Online Learning

7.1.1. important elements

7.1.1.1. learning tasks

7.1.1.1.1. chosen based on learning outcomes

7.1.1.1.2. types of learning tasks

7.1.1.2. learning resources

7.1.1.2.1. content pages

7.1.1.2.2. make use of media

7.1.1.2.3. interactive learning resrouces

7.1.1.3. learning supports

7.1.1.3.1. strategies

7.1.1.3.2. self regulated learning

7.1.1.3.3. social construction of knowledge

7.1.1.3.4. learning scaffolds

7.1.1.3.5. learning communities

7.1.2. learning designs

7.1.2.1. situated based learning

7.1.2.2. problem based learning

7.1.2.3. case based learning

7.1.2.4. project based learning

7.1.2.5. inquiry based learning

7.1.2.6. role paying

7.2. Kolb Learning Cycle

7.2.1. bridge between theory and action by planning, acting out, reflecting, and relating back to theory

7.2.2. 4 stages

7.2.2.1. concreate experience

7.2.2.1.1. doing, gaining experience

7.2.2.2. reflective observation

7.2.2.2.1. reviewing and reflecting on experience

7.2.2.3. abstract conceptualisation

7.2.2.3.1. concluding and learning from experience

7.2.2.4. active experimentation

7.2.2.4.1. planning and testing newly acquired knowledge

7.3. DuFour's Learning by Doing

7.3.1. YouTube with Rick DuFour