1. Event of intrusion
1.1. Learning Outcomes
1.2. Nine Events of Instruction
1.2.1. Gaining attention
1.2.1.1. Attention
1.2.1.1.1. Video
1.2.1.1.2. Ask Questions
1.2.1.1.3. Story
1.2.2. Informing learner of lesson objective
1.2.2.1. Expectancy
1.2.2.1.1. Make it short and simple
1.2.3. Stimulating recall of prior learning
1.2.3.1. Retrieval to working memory
1.2.3.1.1. pull out from long term memory to short time to use now
1.2.4. Presenting stimuli
1.2.4.1. Pattern recognition; selective perception
1.2.4.1.1. video
1.2.4.1.2. sound
1.2.4.1.3. demostration
1.2.5. Guiding learning
1.2.5.1. Chunking, rehearsal, encoding
1.2.5.1.1. give extra instruction or manual
1.2.5.1.2. Show examples from books
1.2.5.1.3. from internet
1.2.5.1.4. explaining
1.2.6. Eliciting performance
1.2.6.1. Retrieval, responding
1.2.6.1.1. give them exercise
1.2.6.1.2. practice
1.2.7. Providing informative feedback
1.2.7.1. Reinforcement, error correction
1.2.7.1.1. to learner, not from learner
1.2.7.1.2. question and answer
1.2.8. Assessing performance
1.2.8.1. Responding, retention
1.2.8.1.1. Quiz/Test
1.2.8.1.2. Question
1.2.9. Enhancing retention and learning transfer
1.2.9.1. Retention, retrieval, generalization
1.2.9.1.1. give homework
1.2.9.1.2. *this is the most important* - means how you apply
1.2.10. Resources
1.2.10.1. Nine Events of Instruction Gagne, R M & Driscoll M. P (1998) Prentice-Hall
1.2.10.2. http://modps34.lib.kmutt.ac.th/documents/Ajarn09/8.GagneStyle.pdf
1.3. Comments on the Events
1.3.1. Gagné’s theories became influenced by behaviorism and cognitive theorists
1.3.2. information-processing model of learning could be combined with behaviorist concepts to provide a more complete view of learning tasks
1.3.3. Sometimes one more events are not included, because it is the instructional designer does not think it is necessary. This may be because of the learning audience or the learning task.
1.3.4. The 9 instructional events may be sequenced in a different order. It is not necessary to be in the specified order. However, the designer should have good reasons to justify it.
2. Learning
2.1. What is Learning
2.1.1. Learning is a relatively permanent change in behaviour
2.1.2. Learning is information processing
2.1.3. Learning is remembering and recalling
2.1.4. Learning is social negotiation
2.1.5. Learning is thinking skills
2.1.6. Learning is activity
2.2. Learning theory
2.2.1. Behaviorism
2.2.1.1. means
2.2.1.1.1. relatively permanent change in observable behavior
2.2.1.1.2. Black-box metaphor of the learner
2.2.1.1.3. Not interested in the learner’s mind or emotions
2.2.1.2. Conditioning
2.2.1.2.1. Classical
2.2.1.2.2. Operant
2.2.1.3. Resources
2.2.1.3.1. Black, E. (1995). Behaviorism as a learning theory
2.2.2. Cognitivism
2.2.2.1. means
2.2.2.1.1. information transmission & processing.
2.2.2.1.2. as the acquisition of new information.
2.2.2.1.3. Focus on the mental processes
2.2.2.1.4. Learners take in information, hold it briefly in short-term memory, and store it permanently in long-term memory
2.2.2.1.5. Learning is most likely to occur when individuals can relate a new experience to the information they have acquired from earlier experiences. Hence, recall prior knowledge
2.2.2.2. Stage theory
2.2.2.2.1. Sensory memory
2.2.2.2.2. From Sensory memory to Short-term memory
2.2.2.2.3. Short-term memory or working memory
2.2.2.2.4. Overcome short-term memory limit
2.2.2.2.5. Long-term memory
2.2.2.2.6. encoding
2.2.2.3. Resources
2.2.2.3.1. Cognitive flexibility, constructivism, and hypertext: Random access instruction for advanced knowledge acquisition in ill-structured domains
2.2.3. Constructivism
2.2.3.1. meaning
2.2.3.1.1. Humans learn by constructing their own representations/models of experiences
2.2.3.1.2. Knowledge constructed may not reflect the external reality
2.2.3.1.3. Construction closely linked to social-cultural contexts
2.2.3.1.4. Meaning is imposed by people and cultures
2.2.3.1.5. classification system is a human invention, and it is subject to revision or replacement.
2.2.3.1.6. when we teach this classification system, we should teach it not as fact, but as the current system accepted by scientists.
2.2.3.1.7. we should also teach about the process of creating a classification system, not just the end product.
2.2.3.2. types
2.2.3.2.1. Personal/individual constructivism
2.2.3.2.2. Social constructivism
2.2.3.2.3. scholars advocate a mixture of both personal & social constructivism in learning contexts
2.2.3.3. Conditions
2.2.3.3.1. Embed learning in relevant and realistic settings
2.2.3.3.2. Provide for social negotiation
2.2.3.3.3. Encourage ownership in learning
2.2.3.3.4. Nurture self-reflection of knowledge construction
2.2.3.4. Resources
2.2.3.4.1. Lebow, D. (1993). Constructivist values for instructional systems design: Five principles toward a new mindset. Educational Technology Research and Development, 41 (3), 4-16.
2.2.4. resources
2.2.4.1. Ertmer, P. A., Newby, T. J. (1993). Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective. Performance Improvement Quarterly, 6 (4), 50-70.
3. Tools
3.1. Web 2.0
3.1.1. Wiki
3.1.2. Blog
3.1.3. RSS
3.1.4. Podcast
3.1.5. Video
3.1.6. Real Time Video
3.2. references
3.2.1. Mason, R., & Rennie, F. (2008). E-learning and social networking handbook: resources for higher education. New York, NY: Taylor & Francis.
4. Instructional Design
4.1. ADDIE
4.1.1. Analyze
4.1.1.1. Find problem
4.1.1.2. Performance Analysis
4.1.1.2.1. Instruction
4.1.1.2.2. non-instruction
4.1.1.3. Data Collection
4.1.1.3.1. Observing employee performance
4.1.1.3.2. Interviewing
4.1.1.3.3. Examining records and outcomes
4.1.1.3.4. Focus groups
4.1.1.3.5. Questionnaire
4.1.1.4. Need Assessment
4.1.1.4.1. Find Actual
4.1.1.4.2. Find Optimal
4.1.1.5. Find Gap (Optimal-Actual)
4.1.1.5.1. Can't do
4.1.1.5.2. Won't do
4.1.1.5.3. Wile's model
4.1.1.6. Find Causes & Solutions
4.1.1.6.1. Propose some possible optimals that the stakeholders would be interested in
4.1.2. Design
4.1.2.1. Learning Objectives
4.1.2.1.1. Learning Goal
4.1.2.1.2. Learning objectives
4.1.2.1.3. ABCD approach of writing objectives
4.1.2.1.4. Motivation
4.1.3. Develop
4.1.3.1. Develop instructional materials
4.1.3.1.1. Printed materials
4.1.3.1.2. Visual Aids such as models
4.1.3.1.3. Multimedia software packages
4.1.3.1.4. Set up the Learning Management System (LMS)
4.1.3.2. Set the standard of the instructional materials
4.1.3.2.1. Layout
4.1.3.2.2. Screen design such as control buttons
4.1.3.2.3. Use of font (type size and colour)
4.1.3.2.4. Use of various media
4.1.3.2.5. Video presentations: less than 5 minutes
4.1.3.2.6. Graphics and full text should not be on the same screen
4.1.3.3. Factors that affect the quality of the instructional materials
4.1.3.3.1. Time
4.1.3.3.2. Human Resources
4.1.3.3.3. Equipment
4.1.4. Implement
4.1.4.1. develops procedures for training facilitators and learners. Training facilitators cover the course curriculum, learning outcomes, method of delivery, and testing procedures.
4.1.4.2. Preparation for learners includes training them on new tools (software or hardware) and student registration. Implementation includes evaluation of the design.
4.1.4.3. This is also the phase where the project manager ensures that books, hands-on equipment, tools, CD-ROMs, and software are in place, and that the learning application or website functions.
4.1.4.4. Prepare a checklist of course objectives
4.1.4.4.1. Prior learnings
4.1.4.4.2. Time frame
4.1.4.4.3. Technical support
4.1.4.4.4. Equipment needed
4.1.4.4.5. Special vocabulary
4.1.4.4.6. Course materials
4.1.5. Evaluate
4.1.5.1. 4 levels Evaluation of outcome
4.1.5.1.1. Level 1 – Reaction
4.1.5.1.2. Level 2 – Learning
4.1.5.1.3. Level 3 - Behaviour
4.1.5.1.4. Level 4 – Results
4.1.5.1.5. Resources
4.1.5.2. Suggestions from Guess Speaker Dr. Leyer
4.1.5.2.1. complaints
4.1.5.2.2. Company can’t get three ends in triangle
4.1.5.2.3. Six Sigma
4.2. resources
4.2.1. Merrill, D. M., Tennyson, R. D., & Posey, L. O. (1992). Teaching concepts: an instructional design guide. Englewood Cliffs, NJ: Educational Technology Publications.
4.2.2. Ertmer, P. A., & Quinn, J. (2007). The ID casebook: case studies in instructional design. Columbus, OH: Pearson.
4.2.3. Gagne, R., Briggs, L. J., & Wager, W. W. (1992). Principles of instructional design. Orlando, FL: Harcourt Brace College Publishers.
4.2.4. Andrews, D.H., & Goodson, L.A. (1980). A comparative analysis of models of instructional design. Journal of Instructional Development,
5. 7 principles of good teaching
5.1. Good Practice Encourages Student-Faculty Contact
5.2. Good Practice Encourages Cooperation/ interaction among Students
5.3. Good Practice Encourages Active Learning
5.4. Good Practice Gives Prompt Feedback
5.5. Good Practice Emphasizes Time on Task
5.6. Good Practice Communicates High Expectations
5.7. Good Practice Respects Diverse Talents and Ways of Learning
5.8. Resources
5.8.1. Seven principles for good practice in undergraduate education. AW Chickering, ZF Gamson - AAHE bulletin, 1987 - ERIC
5.8.2. http://files.eric.ed.gov/fulltext/ED282491.pdf
6. blended learning
6.1. meaning
6.1.1. The integration of online and face-to-face strategies.
6.2. Students
6.2.1. Prefer blended learning
6.3. Rational
6.3.1. Improve communication with students via computer mediated communication tools
6.3.2. Gives student flexibility to work on the course activities at their own convenient time and pace (online learning component)
6.3.3. Lower the average overall per-pupil costs
6.4. Resources
6.4.1. Mayer, R. (2001). Multimedia learning. New York, NY: Cambridge University Press.
6.4.2. http://www.sciencedirect.com/science/article/pii/S109675160400015http://www.sciencedirect.com/science/article/pii/S1096751604000156
6.4.3. Blended Learning Environments: Definitions and Directions. RT Osguthorpe, CR Graham - Quarterly Review of Distance Education, 2003 - ERIC
7. Reflection
7.1. courses
7.1.1. Maths Tutorial
7.1.1.1. age
7.1.1.1.1. 14-17
7.1.1.2. 9 events of instructions
7.1.1.2.1. put effect
7.1.1.2.2. students objectives
7.1.1.3. reason behind
7.1.1.3.1. Just in case learning
7.1.1.4. motivation
7.1.1.4.1. Extrinsic
7.1.1.4.2. need all 4 ARCS
7.1.1.5. Learning objectives
7.1.1.5.1. ABCD approach of writing objectives
7.1.1.5.2. Level 4 – Results
7.1.1.5.3. Level 3 – Behaviour
7.1.1.5.4. Level 2 – Learning
7.1.1.5.5. Level 1 – Reaction
7.1.1.6. 4 levels Evaluation of outcome
7.1.1.6.1. Level 1 – Reaction
7.1.1.6.2. Level 2 – Learning
7.1.1.6.3. Level 3 – Behaviour
7.1.1.6.4. Level 4 – Results
7.1.2. Computer training
7.1.2.1. age
7.1.2.1.1. 22-60
7.1.2.2. 9 events of instructions
7.1.2.2.1. put effect
7.1.2.2.2. students objectives
7.1.2.3. reason behind
7.1.2.3.1. Just in time learning
7.1.2.4. motivation
7.1.2.4.1. intrinsic
7.1.2.4.2. need all 4 ARCS
7.1.2.5. Learning objectives
7.1.2.5.1. ABCD approach of writing objectives
7.1.2.6. 4 levels Evaluation of outcome
7.1.2.6.1. Level 1 – Reaction
7.1.2.6.2. Level 2 – Learning
7.1.2.6.3. Level 3 – Behaviour
7.1.2.6.4. Level 4 – Results