Learning Design and Technology Yau Pak Kin (2011872331) MITE6330
MITE6330 Individual Assignment YAU PAK KIN (2011872331)
1. Group Assignment
1.1. Project Mangement
1.2. Analysis and Project Proposal Documentation
1.2.1. Project Proposal
1.2.1.1. Content
1.2.1.1.1. General Introduction
1.2.1.1.2. Statement of what the client wants from a learning technology
1.2.1.1.3. Statement of what the user needs
1.2.1.1.4. Description of the general treatment and reasons for choice
1.2.1.1.5. Variations on the treatment that are possible
1.2.1.1.6. Outline diagram of the proposed structure
1.2.1.1.7. Description of the human resources needed
1.2.1.1.8. Work breakdown and schedule
1.2.1.1.9. Cost / payment structure
1.2.1.1.10. Company statement of the limitations of the proposal
1.2.1.2. 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
1.7.1.1. Gain Attention
1.7.1.2. Collect information about the user (Login)
1.7.1.3. Automatically record date and time of access
1.7.1.4. Inform a user about a lesson and objectives
1.7.1.5. Inform about how to use the courseware
1.7.1.6. Provide main navigation structure
1.7.1.7. Begin from last point access
1.7.2. Content Presentation
1.7.2.1. Content navigation through paging structure
1.7.2.2. Keep information about pages visited and time spent
1.7.2.3. Keep information about sections completed
1.7.2.4. Inform user about current page(s) status (visited, completed, not yet completed)
1.7.2.5. Contain multimedia elements and interactive components
1.7.3. Programmed Instructions
1.7.3.1. Keep track of completation
1.7.3.2. allow only a single access to quiz
1.7.3.3. Prevent entering next section before fulfill the prerequest
1.7.3.4. sections might follow with some questions and remediation
1.7.3.5. Questions might preside a sections
1.7.4. Quiz / Test
1.7.4.1. Variety of questions
1.7.4.2. Variety of interactions for questions
1.7.4.3. Randomized values
1.7.4.4. Multimedia within questions
1.7.4.5. Emjamced omteractovotu om [resemtatopm pf qiestopms
1.7.4.6. Allow access to external tools, sites, information
1.7.4.7. Provide feedback
1.7.4.8. Presenting all questions at random
1.7.4.9. Allow each question to appear once, or allow multiple access to same questions
1.7.4.10. Keep information (questions attended, results, time spend in question, number of tries)
1.7.5. Record of Results
1.7.5.1. Present quantitative feedback
1.7.5.2. Present certificate, voucher and credit points
1.7.5.3. Present qualitative feedback
1.7.5.4. 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
4.1.1.1. Project team
4.1.1.2. Subject matter expert
4.1.1.3. 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
6.2.1.1. Blogs
6.2.1.1.1. Web-based publication
6.2.1.1.2. No technical skills
6.2.1.1.3. Contain text, media, links
6.2.1.1.4. Blogs, mob-logs, v-logs, Audi-log
6.2.1.1.5. Blogosphere- community of bloggers
6.2.1.1.6. Digital Story Telling / Multimedia
6.2.1.1.7. "Citizen Journalism"
6.2.1.2. Wiki
6.2.1.2.1. Collaborative development of an article of common interest to its author
6.2.1.2.2. Most visited website
6.2.2. Social Bookmarking and Social Repositories
6.2.3. RSS Feeds and Podcasting
6.2.3.1. RSS Feeds
6.2.3.1.1. Updated list of content from a site
6.2.3.1.2. Aggregator
6.2.3.2. Podcasting
6.2.3.2.1. Distribute audio programs or video over internet
6.2.3.2.2. Playback on mobile devices and personal computers
6.2.3.2.3. Distributed in RSS or Atom syndication formats
6.2.4. "Web as platform" applications
6.2.5. Mashups and Open Source
6.2.5.1. Open Source
6.2.5.1.1. Syndications, design for hack ability and remixability
6.2.5.1.2. 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
7.1.1.1. ICT in Class
7.1.1.2. Partly E-learning
7.1.1.3. Flexible Learning
7.1.1.4. Distance Education
7.1.1.5. Education Staff Development
7.1.2. in Commercial Environment
7.1.2.1. Solve Own Training Needs
7.1.2.2. Provide Specialized e-training
7.1.2.3. Develop Digital Content for sale
7.1.2.4. Develop Custom Solutions for a Client
7.1.3. Examples
7.1.3.1. E-learning
7.1.3.2. Multimedia Packages
7.1.3.3. Educational Digital Video
7.1.3.4. Educational Websites
7.1.3.5. Blended Learning Packages
7.1.3.6. Assessment Systems
7.1.3.7. Learning Objects
7.1.3.8. Educational Games
7.1.3.9. Educational Electronic Devices
7.1.3.10. Podcast, iTunesU, E-books
7.2. Context for Development
7.2.1. Outsourcing
7.2.1.1. Entire Project
7.2.1.2. Parts of A Project
7.2.1.2.1. Partners
7.2.1.2.2. Contractors / Vendors
7.2.1.2.3. Consultants
7.2.1.2.4. Freelancers
7.2.2. In-House
7.2.2.1. One-man Job
7.2.2.2. Team-Work
7.2.2.3. Inter-departmental activity
7.2.3. Buy Exiting Product / Solution
7.2.3.1. Of-the-Shelf
7.2.3.2. Another Company
7.2.3.3. Educational / Training Provider
7.3. Models & Theories
7.3.1. Various Models
7.3.1.1. 1. Linear Model by Dick & Carey (1990)
7.3.1.1.1. Instructional Goals
7.3.1.1.2. Instructional Analysis
7.3.1.1.3. Entry Behaviors and Learner Characteristics
7.3.1.1.4. Performance Objectives
7.3.1.1.5. Criterion-Referenced Test Items
7.3.1.1.6. Instructional Strategy
7.3.1.1.7. Instructional Meterials
7.3.1.1.8. Formative Evaluation
7.3.1.1.9. Summative Evaluation
7.3.1.2. 2. Spiral Model by Romiszowski (1981)
7.3.1.3. 3. Rapid Prototyping Model by Tripp & Bichelmeyer (1990)
7.3.1.3.1. Assess needs and analyze content
7.3.1.3.2. Set objectives
7.3.1.3.3. Construct prototypes (design)
7.3.1.3.4. Utilize prototypes (research)
7.3.1.3.5. Install and maintain system
7.3.1.4. 4. Oval Model by Kemp (1985)
7.3.1.5. 5. Top-to-Bottom Model by Braden (1996)
7.3.1.6. 6. Multimedia Learning Theory (Mayer, 2003)
7.3.1.6.1. Multimedia Principle
7.3.1.6.2. Split-attention principle
7.3.1.6.3. Redundancy principle
7.3.1.6.4. Modality principle
7.3.1.6.5. Segmenting principle
7.3.1.6.6. Pre-training principle
7.3.1.6.7. Coherence
7.3.1.6.8. Signaling
7.3.1.7. 7. The Four-Component Instructional Design model (van Merroenboer. Clark. & Croock. 2002)
7.3.1.7.1. Learning tasks
7.3.1.7.2. Part-task practice
7.3.1.7.3. Supportive information
7.3.1.7.4. JIT information
7.3.1.8. Learning by doing / Case-based Reasoning Model
7.3.1.8.1. 8. Learning by Doing / Case-based Reasoning (Schank, Berman, & Mac Phersoon, 1999)
7.3.1.8.2. 9. Learning Cycle (Kolb)
7.3.1.8.3. 10. Learning by Doing (Dufour)
7.3.1.8.4. 11. Resource-based learning (Churchill, 2006; Oliver & Herrington, 2001; Hill & Hannafin, 2001)
7.3.1.8.5. 12. Jonassen's Constructivist Learning Environment (Jonassen 2000)
7.3.2. Theories
7.3.2.1. Behavorism
7.3.2.1.1. Stimulus & Response
7.3.2.1.2. Mind as a Black Box
7.3.2.1.3. Mind processes not important
7.3.2.1.4. Focus on observable cause and effect relationship
7.3.2.1.5. Students remember and respond
7.3.2.1.6. Teachers present and provide practice and feedback
7.3.2.2. Cognitivism
7.3.2.2.1. Mind as an information processor
7.3.2.2.2. Mind representations and mental models
7.3.2.2.3. Short term, long-term and working memory
7.3.2.2.4. Thinking involves manipulation of representations
7.3.2.2.5. Transfer of knowledge through cognitive strategies
7.3.2.2.6. Students remember rules, patterns and strategies
7.3.2.3. Constructivism
7.3.2.3.1. Knowledge us constructed through assimilation and accommodation
7.3.2.3.2. Knowledge is inspearable from knower
7.3.2.3.3. Learning is active process that Involves personal discoveries
7.3.2.3.4. Social constructivism evolved from cognitive constructivism
7.3.2.4. Learning from Technology
7.3.2.4.1. Drill and Practice
7.3.2.4.2. Computer-based Totorials
7.3.2.4.3. Intelligent tutorial systems
7.3.2.4.4. Gange's 9-events of Instruction
7.3.2.4.5. Reusable Learning Objects
7.3.2.5. Learning with Technology
7.3.2.5.1. Learning environments
7.3.2.5.2. Technology as a tool in a learning activity
7.3.2.5.3. Inquiries and problem solving
7.3.2.5.4. Cognitive tolls
7.3.2.5.5. On-line collaboration and knowledge building
7.3.2.5.6. WebQuest and ActiveLesson
7.3.2.5.7. 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
10.4.5.1. Classifications
10.4.5.1.1. thinking, knowledge (cognitive domain)
10.4.5.1.2. doing, skills (psychomotor domain)
10.4.5.1.3. feeling, attitudes (affective domain)
10.4.5.2. appropriate action verbs
10.4.5.3. Checklist
10.4.5.3.1. Focus on outcomes, not processes
10.4.5.3.2. Start each outcome with an action verb
10.4.5.3.3. Use only one action verb per learning outcome
10.4.5.3.4. Avoid vague verbs
10.4.5.3.5. Check that the verbs used reflect the level of learning required
10.4.5.3.6. Ensure that outcomes are observable and measurable
10.4.5.3.7. Write the outcomes in terms of what the learner does, not what the structor does
10.4.5.3.8. Check that the outcomes reflect knowledge, skills, or attitudes required in the workplace
10.4.5.3.9. Include outcomes that are woven into the entire course
10.4.5.3.10. Check that there are the appropriate number of outcomes
10.4.5.3.11. List the sub-outcomes for each outcome
10.4.5.3.12. Check that the outcomes fit within program and course goals
10.5. Develop Assessment Strategy
10.5.1. Drill and Practice
10.5.1.1. Multiple Choice
10.5.1.2. True False
10.5.1.3. Fill in the blank
10.5.1.4. Short Answer
10.5.1.5. 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)
10.7.1.1. 1. Gaining Attention
10.7.1.2. 2. Informing learner of the objective
10.7.1.3. 3.Stimulating recall of prerequistie learning
10.7.1.4. 4. Presenting the stimulus material
10.7.1.5. 5. Providing learning guidance
10.7.1.6. 6. Eliciting performance
10.7.1.7. 7. Providing feedback about performance
10.7.1.8. 8. Assessing the performance
10.7.1.9. 9. Enhancing retention and transfer
10.7.2. Learning Objectives
10.7.2.1. Fact
10.7.2.2. Concept
10.7.2.3. Principle
10.7.2.4. Process
10.7.2.5. Procedure
10.8. Develop a set of Flowcharts
10.8.1. Content
10.8.1.1. Level by Level
10.8.1.2. Clear Flow
10.8.1.3. Confirmation by Client (Signature)
10.9. Develop Storyboards
10.9.1. Content
10.9.1.1. Screen Design
10.9.1.2. Version Number Control
10.9.1.3. Text Script
10.9.1.4. Graphic List
10.9.1.5. Audio / Video List
10.9.1.6. Design Instruction
10.9.1.7. Confirmation by Client (Signature)
10.9.2. Evaluate By
10.9.2.1. Project Team
10.9.2.2. Editor
10.9.2.3. Client
10.9.2.4. Content Mater Expert
10.9.2.5. Representative of a real user
10.9.3. Evaluated for
10.9.3.1. Content accuracy, appropriateness, completeness, coverage
10.9.3.2. Media, presentation, interface, interaction and treatment
10.9.3.3. Pedagogical quality / Instructional design
10.9.3.4. 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
10.11.1.1. Layout
10.11.1.2. Size of Display area
10.11.1.3. Resolution
10.11.1.4. Color
10.11.2. Interaction Design
10.11.2.1. Buttons
10.11.2.2. Hot-spot areas
10.11.2.3. Clickable objects
10.11.2.4. Key press and shortcuts
10.11.2.5. Pull-down menus
10.11.2.6. Text entry
10.11.2.7. Drag & drop
10.11.2.8. Sliders, Dialer
10.11.2.9. Check boxes, Radio boxes, Lists
10.11.2.10. Haptic devices
10.11.3. Presentation Design
10.11.3.1. Information Design
10.11.3.2. General Treatments
10.11.3.3. Media Design
10.11.4. Evaluation
10.11.4.1. By Client
10.11.4.2. By Real Users
10.11.4.3. By Design Team
10.11.4.4. By Development Team
10.11.4.5. Must be some kind of sign-off