Learning design and technology

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Learning design and technology by Mind Map: Learning design and technology

1. Introduction of ID

1.1. Content

1.1.1. Instructional designer Goal Create instructional materials Tools Abstract tools Physical Tools work E-learning specialists Learning engineer Instructional technologist Context Organizational goals Rules and policies Divisions of labor Community Instructional materials Blended learning Learning/Teaching with technology computer-based training package educational multimedia package e-learning module m-learning module educational e-book, educational game device related people SME Project manager

1.1.2. Instruction Design What is ID Components ADDIE model Analysis Design Development Implementation Evaluation

1.1.3. useful tools Web 2.0 User control of information New forms of expression Web as a point of presence Internet-mediated social/collective activities Web as a platform Rich user experiences Some  speak of media revolution – 
“we the media” (Dan Gillmor), “voice of crowds”, increased democratization and new citizenship Podcasting & youtube Social Networking Open source Top Application programming interface (API)s for mashups Mobile web 2.0 icloud

1.2. Additional resources

1.2.1. basic assumptions about ID adopt the assumption aimed at aid process of learning rather than the process of teaching aimed at "intentional" learning as opposed to incidental" learning learning is a complex process John Carroll (1963)'s Model of School Learning ID models can be applied at many levels design is an iterative process ID itself is a process consisting of a number of identifiable and related subprocesses

1.3. Reflections

1.3.1. reflections about mobile web2.0

2. Design

2.1. Content

2.1.1. learning objectives design what differences between learning goal why for clear communication of what will be learned to inform the learner how they will demonstrate their learning (i.e., assessment) to communicate expectations to learners to provide specifications for instructional products how The ABCD approach of writing objectives common mistakes from an INDIVIDUAL LEARNER'S point of view, NOT the teacher's should be in OBSERVABLE or MEASURABLE terms

2.1.2. Robert Gagné’s Nine Events of Instruction Gaining attention Informing learner of lesson objective Stimulating recall of prior learning Presenting stimuli Guiding learning Eliciting performance Providing informative feedback Assessing performance Enhancing retention and learning transfer

2.1.3. principles of design First Principles of Effective Instruction problem Integration Application Activation Demonstration 7 principles of good teaching Encourages Student-Faculty Contact Encourages Cooperation among Students Encourages Active Learning Gives Prompt Feedback Emphasizes Time on Task Communicates High Expectations Respects Diverse Talents and Ways of Learning

2.1.4. design for presenting Multimedia learning Situated learning Multiple representation Presentations for subject matter Design for learning

2.2. Suggested readings

2.2.1. 7 principles' applications in Undergraduate Education Whose Responsibility an environment Development and Adaptations in undergraduate education Adaptations Applications

2.2.2. A Pebble-in-the-Pond Model a whole task or problem identify a progression identify the component knowledge and skill required determine the instructional strategy interface design

2.2.3. examples of first principles of instructions the organization of the blended learning course results two key points regarding applying can be applied in most of the disciplines and / or various learning outcomes not provide any actual guideline in face-to-face sessions or e-learning activities. limitations a small sample size of 18 rely mainly on students’ perceptual data

2.3. Additional resources

2.3.1. Bloom's Taxonomy of Learning Domains Remembering Understanding Applying Analyzing Evaluating Creating

2.3.2. SOLO Taxonomy Pre-structural Uni-structural Multi-structural Relational Extended abstract

2.4. Reflections

2.4.1. a instructional method for our group work with 3 theories reflection on prezi slides Three Theories Description Problems Identification Learner Analysis Project Plan

2.4.2. apply nine events principles into art history class Gaining attention show the students with plenty of spectacular pictures of the architecture of Macau show some mysteries of the background (video or story-telling) show the great and world-famous work-of arts in Barequo style in the world Informing learner of lesson objective introduce the students the basic functions of our mobile learning device. demonstrate the activity procedures in detail. inform students of the final presentation requirements according to rubrics Provide learning guidance Review section distribute assignments Collecting information Upload all the collecting information to appointed zones. Provide feedback teacher monitors the performance during the exploration and give them advices immediately through email or Facebook. make an evaluation of their performance on each group via online interactions. Assess performance Each group prepare a presentation

2.4.3. group work -- e-book homepage

2.5. other content

2.5.1. Sequence of learning activities

2.5.2. Format of the learning materials

2.5.3. Selection of method and tactics

2.5.4. Competency assessments

2.5.5. Selection of learning tools

3. Development

3.1. Content

3.1.1. storyboard element Button Text Graphic Types of storyboards passive Screen shots Business rules Output active Slideshow Animation Simulation Video interactive Live demo Interactive presentation

3.1.2. Gantt chart include what What the various activities are When each activity begins and ends How long each activity is scheduled to last Where activities overlap with other activities, and by how much The start and end date of the whole project History software matchware types how to create Linking tasks Adding constraints Including resources Enhancing Gantt Charts Reviewing the project

3.1.3. Panel Page

3.1.4. prototype

3.2. Additional resources

3.2.1. rapid prototyping model aims to test a user interfance to test the database structure and flow of information in a training strategy to test the effectiveness and appeal of a particular instructional strategy to give a model case or practice exercise to give clients and sponsors a more concrete model get user feedback and reactions to two competing approaches tupes horizontal vertical

3.2.2. How to Create a Storyboard Three Parts Story Work Design Fine-Tuning

3.3. Reflections

3.3.1. use gantt chart to manage my time

3.3.2. try to draw a storyboard reflections my storytelling video

4. Analysis

4.1. Content

4.1.1. problems -- performance gaps identify problem causes Wile’s model propose possible solutions Mager & Pipe flowchart Blanchard & Thacker process model

4.1.2. analysis Context analysis Prior knowledge and prerequisite knowledge Culture Wordings Task analysis including what how to condct how to do Contextual analysis Delivery analysis Content analysis learner analysis Analysis of Motivations Learning materials Ways or methods of delivery Project management (Gantt Chart)

4.2. Suggested Readings

4.2.1. Wile’s article five HP models Tom Gillbert Allison Rossett Joe Harless Dean Spitzer Robert mager a new model of HPT internal motivation external motivation how HPT use in the new model

4.3. Additional resources

4.3.1. Maslow’s expanded needs Basic needs Physiological Safety love and belonging esteem Growth needs Cognitive Aesthetic Self-actualization Transcendence

4.3.2. learner's motivation Three Critical Elements Sustain Motivation Autonomy Value Competence The Key to Stronger Student Motivation and Higher Achievement self-monitor self-evaluate identify correctives

4.4. Reflections

4.4.1. Malcolm Knowles Assumptions

4.4.2. Jean Piaget’s four stages of cognitive development

4.4.3. learner's motivations

5. learning theories

5.1. Content

5.1.1. Three main learning theories behaviorist Skinner cognitivist Researching Fields Newell constructionist Jean Piaget Bruner

5.2. Suggested Materials

5.2.1. Articles 30 things about adult learners Motivation to Learn Curriculum Design Classroom management Brain science-the forgetting curve Brain Science_ Overcoming the Forgetting Curve Part 2 Brain Science_ Overcoming the Forgetting Curve Part 3

5.2.2. Videos Classical Conditioning Operant conditioning Short and Long Term Memory cognitive information procress

5.3. Additional resources

5.3.1. The Three Domains of Learning Cognitive: mental skills (knowledge) Affective: growth in feelings or emotional areas (attitude or self) Psychomotor: manual or physical skills (skills)

5.3.2. The committee identified three domains of educational activities or learning (Bloom, et al. 1956):

5.3.3. Learning Styles Activist Involved fully and ‘without bias’ in new experiences Reflector Stands back - ponders experiences and observes from may different perspectives Theorist Adapts and integrates observations into logically sounding theories Pragmatist Keen to try out ideas, theories and techniques to see if they work in practice

5.4. Reflections

5.4.1. three theories

5.4.2. reading and video

6. Implementation

6.1. additional resources

6.1.1. include what design evaluation training on new tools testing procedures learning outcomes course curriculum methods delivery materials delivery produce training schedule

6.1.2. Learning Platform

6.2. Reflections

7. Evaluation

7.1. Content

7.1.1. kirkpatrick's model of evaluation 4 levels Level 1 – Reaction Level 2 – Learning Level 3 – Behaviour Level 4 – Results

7.1.2. formative and summative evaluation formative evaluation summative evaluation

7.2. Readings

7.2.1. Evaluating training programs The four levels Evaluating results Evaluating behavior Evaluating learning Evaluating reaction

7.2.2. Program Evaluation: Alternative Approaches and Practical Guidelines

7.3. Reflections