Learning Design and Technology Yau Pak Kin (2011872331) MITE6330

MITE6330 Individual Assignment YAU PAK KIN (2011872331)

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Learning Design and Technology Yau Pak Kin (2011872331) MITE6330 by Mind Map: Learning Design and Technology  Yau Pak Kin (2011872331) MITE6330

1. Group Assignment

1.1. Project Mangement

1.2. Analysis and Project Proposal Documentation

1.2.1. Project Proposal Content General Introduction Statement of what the client wants from a learning technology Statement of what the user needs Description of the general treatment and reasons for choice Variations on the treatment that are possible Outline diagram of the proposed structure Description of the human resources needed Work breakdown and schedule Cost / payment structure Company statement of the limitations of the proposal Sample

1.3. Flowcharts

1.4. Storyboard and Design Specifications

1.5. Prototype

1.6. Formative evaluation of the documentations and prototype

1.7. Consideration of Design

1.7.1. Opening Gain Attention Collect information about the user (Login) Automatically record date and time of access Inform a user about a lesson and objectives Inform about how to use the courseware Provide main navigation structure Begin from last point access

1.7.2. Content Presentation Content navigation through paging structure Keep information about pages visited and time spent Keep information about sections completed Inform user about current page(s) status (visited, completed, not yet completed) Contain multimedia elements and interactive components

1.7.3. Programmed Instructions Keep track of completation allow only a single access to quiz Prevent entering next section before fulfill the prerequest sections might follow with some questions and remediation Questions might preside a sections

1.7.4. Quiz / Test Variety of questions Variety of interactions for questions Randomized values Multimedia within questions Emjamced omteractovotu om [resemtatopm pf qiestopms Allow access to external tools, sites, information Provide feedback Presenting all questions at random Allow each question to appear once, or allow multiple access to same questions Keep information (questions attended, results, time spend in question, number of tries)

1.7.5. Record of Results Present quantitative feedback Present certificate, voucher and credit points Present qualitative feedback Record results in external document or database

2. Further Readings

2.1. Session 1

2.1.1. Reiser, R. A. (2001). A history of instructional design and technology: Part I: A history of instructional media. ETR&D, 49(1), 53-64.

2.1.2. Reiser, R. A. (2001). A history of instructional design and technology: Part II: A history of instructional design. ETR&D, 49(2), 57-67.

2.1.3. Churchill, D. (2006) Teachers' private theories and their design of technology-based learning. British Journal of Educational Technology, 37(4), 559-576.

2.1.4. Moallem, M. (1998). An expert teacher's thinking and teaching and instructional design models and principles: and ethnographic study. ETR&D, 46(2), 37-64.

2.1.5. Wiki

2.2. Session 2

2.2.1. Gagne, R. M. (1916), Principles of instructional design: 10 The Events of Instruction. 185 - 204

2.3. Session 3

2.3.1. CISCO RLO Strategy - Reusable Learning Object

3. Stage 4: Implementation

3.1. Delivering the final product via appropriate channel

3.2. User training

4. Stage 5: Evaluation

4.1. Formative evaluation

4.1.1. People involve Project team Subject matter expert Client or potential users

4.2. Summative evaluation

4.3. Outcomes

4.3.1. Collect the data

4.3.2. Analysis of data collected

4.3.3. Reflection

5. Project Development Team

5.1. Project Manager

5.2. Instructional Designer

5.3. Interface Designer

5.4. Multimedia Designer

5.5. Programmer

5.6. Others: writer, video producer, sound engineer, narrator, voice artist, artist, composer, graphics artist, 3-d modeler

6. Web 2.0

6.1. General introduction

6.1.1. User control of information

6.1.2. New forms of expression

6.1.3. Web as a point of presence

6.1.4. Internet-mediated social / collective activities

6.1.5. Web as a platform

6.1.6. Rich user experiences

6.1.7. Some speak of media revolution

6.2. Products

6.2.1. Blogs and Wikies Blogs Web-based publication No technical skills Contain text, media, links Blogs, mob-logs, v-logs, Audi-log Blogosphere- community of bloggers Digital Story Telling / Multimedia "Citizen Journalism" Wiki Collaborative development of an article of common interest to its author Most visited website

6.2.2. Social Bookmarking and Social Repositories

6.2.3. RSS Feeds and Podcasting RSS Feeds Updated list of content from a site Aggregator Podcasting Distribute audio programs or video over internet Playback on mobile devices and personal computers Distributed in RSS or Atom syndication formats

6.2.4. "Web as platform" applications

6.2.5. Mashups and Open Source Open Source Syndications, design for hack ability and remixability Better when more people are using it and improving it

6.2.6. Social Networking

6.2.7. Possibilities for application in support of research activities

6.3. Mobile Web 2.0

6.3.1. Web services moving in

6.3.2. What opportunities

6.3.3. What ways?

7. Instructional Design

7.1. LT Products

7.1.1. in Education Institutions ICT in Class Partly E-learning Flexible Learning Distance Education Education Staff Development

7.1.2. in Commercial Environment Solve Own Training Needs Provide Specialized e-training Develop Digital Content for sale Develop Custom Solutions for a Client

7.1.3. Examples E-learning Multimedia Packages Educational Digital Video Educational Websites Blended Learning Packages Assessment Systems Learning Objects Educational Games Educational Electronic Devices Podcast, iTunesU, E-books

7.2. Context for Development

7.2.1. Outsourcing Entire Project Parts of A Project Partners Contractors / Vendors Consultants Freelancers

7.2.2. In-House One-man Job Team-Work Inter-departmental activity

7.2.3. Buy Exiting Product / Solution Of-the-Shelf Another Company Educational / Training Provider

7.3. Models & Theories

7.3.1. Various Models 1. Linear Model by Dick & Carey (1990) Instructional Goals Instructional Analysis Entry Behaviors and Learner Characteristics Performance Objectives Criterion-Referenced Test Items Instructional Strategy Instructional Meterials Formative Evaluation Summative Evaluation 2. Spiral Model by Romiszowski (1981) 3. Rapid Prototyping Model by Tripp & Bichelmeyer (1990) Assess needs and analyze content Set objectives Construct prototypes (design) Utilize prototypes (research) Install and maintain system 4. Oval Model by Kemp (1985) 5. Top-to-Bottom Model by Braden (1996) 6. Multimedia Learning Theory (Mayer, 2003) Multimedia Principle Split-attention principle Redundancy principle Modality principle Segmenting principle Pre-training principle Coherence Signaling 7. The Four-Component Instructional Design model (van Merroenboer. Clark. & Croock. 2002) Learning tasks Part-task practice Supportive information JIT information Learning by doing / Case-based Reasoning Model 8. Learning by Doing / Case-based Reasoning (Schank, Berman, & Mac Phersoon, 1999) 9. Learning Cycle (Kolb) 10. Learning by Doing (Dufour) 11. Resource-based learning (Churchill, 2006; Oliver & Herrington, 2001; Hill & Hannafin, 2001) 12. Jonassen's Constructivist Learning Environment (Jonassen 2000)

7.3.2. Theories Behavorism Stimulus & Response Mind as a Black Box Mind processes not important Focus on observable cause and effect relationship Students remember and respond Teachers present and provide practice and feedback Cognitivism Mind as an information processor Mind representations and mental models Short term, long-term and working memory Thinking involves manipulation of representations Transfer of knowledge through cognitive strategies Students remember rules, patterns and strategies Constructivism Knowledge us constructed through assimilation and accommodation Knowledge is inspearable from knower Learning is active process that Involves personal discoveries Social constructivism evolved from cognitive constructivism Learning from Technology Drill and Practice Computer-based Totorials Intelligent tutorial systems Gange's 9-events of Instruction Reusable Learning Objects Learning with Technology Learning environments Technology as a tool in a learning activity Inquiries and problem solving Cognitive tolls On-line collaboration and knowledge building WebQuest and ActiveLesson Interactive Learning Objects

8. Stages in Learning Technology Projects

8.1. 1. Analysis

8.2. 2. Design

8.3. 3. Development

8.4. 4. Implementation

8.5. 5. Evaluation

9. Stage 1: Analysis

9.1. Need Assessment

9.1.1. What is requires

9.1.2. What gap will be filled

9.2. User / Audience Analysis

9.2.1. Who are final users

9.3. System / Technology Analysis

9.3.1. What kind of technology

9.4. Content Analysis

9.4.1. What content needs

9.4.2. What format of the content is most important

9.4.3. How can this content be articulated

9.5. Feasibility Analysis

9.5.1. Technical

9.5.2. Economical

9.5.3. Human Factors

9.6. Risk Analysis

9.6.1. Any risks

9.6.2. Any limitation

10. Stage 2: Design

10.1. Define a Goals

10.2. Conduct Instructional Analysis (e.g. Performance, Task, Content Analysis

10.2.1. Job Description

10.2.2. Job-related Documents

10.2.3. Observation of people at work, directly or via recording

10.2.4. Discussion with people about specific jobs

10.2.5. Extrapolation of task s from a customer's stated training needs

10.3. Analyze Learners and Context

10.4. Write Performance / Learning Objectives

10.4.1. Performance Objectives

10.4.2. Instructional Objectives

10.4.3. Behavioural Objectives

10.4.4. Specific Instructional Objectives

10.4.5. Learning Outcomes Classifications thinking, knowledge (cognitive domain) doing, skills (psychomotor domain) feeling, attitudes (affective domain) appropriate action verbs Checklist Focus on outcomes, not processes Start each outcome with an action verb Use only one action verb per learning outcome Avoid vague verbs Check that the verbs used reflect the level of learning required Ensure that outcomes are observable and measurable Write the outcomes in terms of what the learner does, not what the structor does Check that the outcomes reflect knowledge, skills, or attitudes required in the workplace Include outcomes that are woven into the entire course Check that there are the appropriate number of outcomes List the sub-outcomes for each outcome Check that the outcomes fit within program and course goals

10.5. Develop Assessment Strategy

10.5.1. Drill and Practice Multiple Choice True False Fill in the blank Short Answer Drag and Drop

10.5.2. Essays

10.5.3. Problem Solving

10.5.4. Tasks

10.6. Develop Instructional Strategy

10.7. Arrange Instructional Events

10.7.1. Gagne, Briggs and Wager (1992) 1. Gaining Attention 2. Informing learner of the objective 3.Stimulating recall of prerequistie learning 4. Presenting the stimulus material 5. Providing learning guidance 6. Eliciting performance 7. Providing feedback about performance 8. Assessing the performance 9. Enhancing retention and transfer

10.7.2. Learning Objectives Fact Concept Principle Process Procedure

10.8. Develop a set of Flowcharts

10.8.1. Content Level by Level Clear Flow Confirmation by Client (Signature)

10.9. Develop Storyboards

10.9.1. Content Screen Design Version Number Control Text Script Graphic List Audio / Video List Design Instruction Confirmation by Client (Signature)

10.9.2. Evaluate By Project Team Editor Client Content Mater Expert Representative of a real user

10.9.3. Evaluated for Content accuracy, appropriateness, completeness, coverage Media, presentation, interface, interaction and treatment Pedagogical quality / Instructional design Technical issues

10.10. Write Design Specifications Document

10.10.1. Screen area presentation

10.10.2. Authoring platform

10.10.3. Quality and format of graphics, videos, audio and other media

10.10.4. Pedagogical considerations

10.11. Develop a Prototype

10.11.1. Interface Design Layout Size of Display area Resolution Color

10.11.2. Interaction Design Buttons Hot-spot areas Clickable objects Key press and shortcuts Pull-down menus Text entry Drag & drop Sliders, Dialer Check boxes, Radio boxes, Lists Haptic devices

10.11.3. Presentation Design Information Design General Treatments Media Design

10.11.4. Evaluation By Client By Real Users By Design Team By Development Team Must be some kind of sign-off

10.12. Review and Evaluate Project Documentation

11. Stage 3: Development

11.1. Technical Review

11.2. Design and Test Interface

11.3. Collect, Design and Develop Media Components

11.4. Author / program the product

11.5. Deliver and evaluate the prototype

11.6. Review outcomes of prototype and decide improvement

11.7. Develop final product