1. Analysis
1.1. Needs Analysis
1.1.1. Is training the right solution?
1.1.2. What is the learning need?
1.1.2.1. The result of needs analysis: learning objectives
1.1.2.1.1. Learning objectives must be measurable.
1.1.2.2. needs analysis is the same as Performance gap analysis
1.1.2.3. Using Bloom’s Taxonomy to write learning objectives: Six levels of cognitive learning
1.2. Learner Analysis
1.2.1. Common errors
1.2.1.1. Assume all learners are alike
1.2.1.2. Assume all learners are like ourselves
1.2.1.3. Examine diversity but not similarity among learners
1.2.2. Learner analysis questions
1.2.2.1. Who’s the target audience?
1.2.2.2. Who’s the target audience?
1.2.2.3. Who’s the target audience?
1.2.2.4. Who’s the target audience?
1.3. Task Analysis
1.3.1. Is it a concept?
1.3.1.1. What’s the definition?
1.3.1.2. What are some examples & non-examples?
1.3.2. Is it a procedure?
1.3.2.1. How can the procedure be broken down into distinct steps?
1.3.2.2. How should the steps be sequenced?
2. How to become a successful Instructional Designer?
2.1. Simplify the content
2.2. Design from learner's point of view
2.3. Make your learning experience fun and engaging
2.4. Keep innovating
2.5. Be tech savvy
3. Theory-based instructional design
3.1. Type of theories
3.1.1. Descriptive theory are concerned with providing a description of what people actually do.
3.1.2. Prescriptive theory are typically guidelines or rules to be followed in design.
3.2. Classic learning theories
3.2.1. Behaviorism
3.2.1.1. Learning is a relatively permanent change in observable behavior (Jonassen, 2003)
3.2.1.2. Black-box metaphor of the learner: Not interested in the learner’s mind or emotions
3.2.1.3. Implication for learning
3.2.1.3.1. 1. Learning objectives
3.2.1.3.2. 2. Practice with feedback
3.2.1.3.3. 3. Types of reinforcements
3.2.2. Cognitivism
3.2.2.1. Learning viewed as the acquisition of new information.
3.2.2.2. Focus on the mental processes (e.g., memory)
3.2.2.2.1. How does memory work
3.2.2.3. Implications of Cognitivist Theory for learning
3.2.2.3.1. 1. Attention: Gain learners’ attention
3.2.2.3.2. 2. Recall prior knowledge:Learning is most likely to occur when individuals can relate a new experience to the information they have acquired from earlier experiences.
3.2.2.3.3. 3. Working memory: recognize and address limitations
3.2.2.3.4. 4. Encoding: Encourage multiple representations; Provide organized instruction to facilitate encoding
3.2.3. Constructivism
3.2.3.1. Theory
3.2.3.1.1. 1. Our knowledgemay not reflect the reality
3.2.3.1.2. 2. Meaning is imposed by people and cultures
3.2.3.1.3. 3. Humans learn by constructing their own understanding of meaning
3.2.3.2. Types of constructivism
3.2.3.2.1. Personal/individual constructivism: Personal discovery of knowledge
3.2.3.2.2. Social constructivism: Learners exchange, share & negotiate ideas to form mutually agreed understanding
3.2.3.3. Constructivist conditions for learning
3.2.3.3.1. 1. Encourage ownership in learning
3.2.3.3.2. 2. Nurture self-reflection of knowledge construction
3.2.3.3.3. 3. Embed learning in relevant and realistic settings
3.2.3.3.4. 4. Provide for social negotiation
3.3. Instructional theories
3.3.1. Robert Gagné’s Nine Events of Instruction
3.3.1.1. 1. Gaining attention
3.3.1.1.1. Attention
3.3.1.2. 2. Informing learner of lesson objective
3.3.1.2.1. Expectancy
3.3.1.3. 3. Stimulating recall of prior learning
3.3.1.3.1. Retrieval to working memory
3.3.1.4. 4. Presenting stimuli
3.3.1.4.1. Retrieval to working memory
3.3.1.5. 5. Guiding learning
3.3.1.5.1. Chunking, rehearsal, encoding
3.3.1.6. 6. Eliciting performance
3.3.1.6.1. Retrieval, responding
3.3.1.7. 7. Providing informative feedback
3.3.1.7.1. Reinforcement, error correction
3.3.1.8. 8. Assessing performance
3.3.1.8.1. Responding, retention
3.3.1.9. 9. Enhancing retention and learning transfer
3.3.1.9.1. Retention, retrieval, generalization
3.3.2. First Principles of Instruction David Merrill, 2002
3.3.2.1. 1. Learning is promoted when learners are engaged in solving problems
3.3.2.2. 2. Learning is promoted when existing knowledge is activated as a foundation for new knowledge
3.3.2.3. 3. Learning is promoted when new knowledge is demonstrated to the learner
3.3.2.4. 4. Learning is promoted when knowledge is applied by the learner
3.3.2.5. 5. Learning is promoted when new knowledge is integrated into the learner’s world
3.4. Future possibilities for instructional design
3.4.1. Gamification
3.4.1.1. 1. Goals
3.4.1.2. 2. Rules
3.4.1.3. 3. Rewards
3.4.1.4. 4. Story
3.4.1.5. 5. Conflict, competition, cooperation
3.4.1.6. 6. Levels
3.4.1.7. 7. Onboarding
3.4.1.8. 8. Feedback
3.4.1.9. 9. Replay, do-over
3.4.2. Technology-enabled possibilities
4. Essential skills for ID
4.1. Design & development: Key skills
4.1.1. Design
4.1.1.1. A few Design principles
4.1.1.1.1. 01. Aesthetic-usability effect
4.1.1.1.2. 02. The alignment principle
4.1.1.1.3. 03. KISS Simplicity should be a key goal of design.
4.1.1.1.4. 04. Hick’s law
4.1.2. Development
4.1.3. Communication (e.g. presentation)
4.1.3.1. Fail to prepare = Prepare to fail
4.1.3.2. a simple tool for great presentation
4.1.3.2.1. Hook
4.1.3.2.2. Key points
4.1.3.2.3. Call for actions
4.1.4. Project management
4.1.4.1. Role clarification grid
4.1.5. Working in teams (internal & external)
4.1.5.1. Internal teams
4.1.5.1.1. Team dynamics: The unconscious, psychological forces that influence the direction of a team’s behavior and performance.
4.1.5.1.2. 1.the nature of the team’s work
4.1.5.1.3. 2.the personalities within the team
4.1.5.1.4. 3. their working relationships with other people
4.1.5.1.5. 4. the environment in which the team works
4.1.5.2. External: Key stakeholder analysis
5. Develop video-based learning
5.1. How video helps with learning
5.1.1. Adapted from Richard E. Mayer, 2012, Multimedia Learning
5.2. What do you need to produce instructional videos?
5.2.1. Script writing
5.2.1.1. Your story, from head to paper
5.2.1.1.1. Your story, from head to paper
5.2.1.1.2. Vocabulary
5.2.1.2. Can be sparing or elaborative
5.2.1.3. Remember: visuals tell the story
5.2.1.4. key elements of a script:
5.2.1.4.1. Scene
5.2.1.4.2. Action
5.2.1.4.3. Dialogue
5.2.2. Storyboarding
5.2.2.1. “a written or graphical representation of the all of the elements that will be included in a digital story” - http://digitalstorytelling.coe.uh.edu/
5.2.2.2. Is the design of how you tell your story
5.2.2.3. Important but often ignored
5.2.3. Video production
5.2.3.1. Use the right equipment
5.2.3.2. Well focused and exposed
5.2.4. Audio
5.2.4.1. Boom mic for onsite
5.2.4.2. Studio mic for studio
5.2.4.3. Other accessory mics For using with non-traditional video cameras
5.2.5. Non-technical
5.2.5.1. Emotions
5.2.5.1.1. Eyes, face Music
5.2.5.2. Perspectives
5.2.5.2.1. Angle Close-up vs. distant shot
5.2.5.3. Movement
5.2.5.3.1. Dynamic shots Slow vs. fast motions
5.2.6. Editing & output
5.3. Emerging trends in video-based learning
5.3.1. Microlearning video bursts
5.3.1.1. 20-30 second video is the sweet spot for getting lots of clicks on YouTube
5.3.1.2. MOOC videos: 6 minutes
5.3.2. Interactive learning experiences
5.3.2.1. An example: The Resuscitation Council UK’s Lifesaver
6. Implementation, Evaluation
6.1. Implementation
6.1.1. Pilot
6.1.2. Train the trainer
6.1.3. Roll out
6.2. Evaluation
6.2.1. Why evaluate?
6.2.1.1. To find out if the effort/investment in analysis, design, development, and implementation is worth it
6.2.2. What to evaluate?
6.2.2.1. Whether the learning program has achieved its intended goals
6.2.3. How to evaluate
6.2.3.1. Kirkpatrick’s 4-level evaluation
7. What is instructional design?
7.1. It is systematic development of instructional specifications
7.2. It is using learning and instructional theory to ensure the quality of instruction
7.3. It is the entire process of analysis of learning needs and goals and the development of a delivery system to meet those needs.
7.4. It includes development of instructional materials and activities; and tryout and evaluation of all instruction and learner activities.
7.5. Activity：JOB AD ANALYSIS
7.5.1. What's the job description of an instructional designer
8. ADDIE
8.1. Analysis
8.1.1. What？
8.1.2. Objectives
8.1.3. Define success
8.1.4. Measure success
8.1.5. Audience
8.1.6. Know?
8.1.7. Learn?
8.1.8. Resources?
8.2. Design
8.2.1. Contents
8.2.2. Ideas
8.2.3. Format
8.2.4. Activities
8.2.5. Measure
8.3. Development
8.3.1. Pilot
8.3.2. Review
8.3.3. Materials
8.3.4. Prototype
8.4. Implementation
8.4.1. Internet
8.4.2. Deliver
8.4.3. Notify
8.4.4. Schedule
8.4.5. Time table
8.5. Evaluation
8.5.1. Like
8.5.1.1. Course
8.5.2. Achieve
8.5.2.1. Objectives
8.5.3. Behavior
8.5.3.1. Change