Learning design and technology

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

1. What is Design of Learning/Instructional Products?

1.1. History of Instructional Media

1.1.1. (1994) Definition

1.1.2. (Current) Definition

1.2. History of Instructional Design

1.3. Evaluation of Instructional Media

1.3.1. Learning environment analysis

1.3.2. Learner analysis

1.3.3. Needs analysis

1.3.4. Content analysis

1.3.5. Use of objective data

1.3.6. Generic approach to design

1.4. Teacher's private theory

1.4.1. Areas of private theories Students: How student learn Learning: How knowledge is acquired Teacher: Teachers' role in learning Technology: benefit and limitation of using technology in class Design: Selection, planning and design of technology-based learning Educational changes: Changes in society and implications

1.4.2. Design Approach Direct instruction Student-centered learning

1.5. Additional information

2. Instructional Design Models

2.1. Instructional Design & Learning Theory

2.1.1. Basics of Learning Theories Behaviorism Behaviorism & Instructional Design Cognitivism - Cognitivism and Instructional Design Constructivism Constructivism and Instructional Design

2.1.2. Learning Theory and the practice of Instructional Design Strengths and Weaknesses Behaviorism Cognitivism Constructivism Best learning Theroy for Instructional Design Matching types of learnings Matching Learning theories with content

2.2. Generations of Instructional Design

2.2.1. ID1 Limitations e.g. Expert Systems

2.2.2. ID2 Components Analyzingand Representing Knowledge for Integrated Goals Classes of Knowledge Representations Knowledge Representation Knowledge Analysis and Acquisition system (KAAS) Instructional Strategies and Transactions

3. Designing Instructional / Learning Technology Product - Using Multimedia

3.1. Multimedia Learning

3.1.1. Multimedia instructional message Cognitive theory of multimedia learnig Works across media? Multimedia effect Personalization effect Coherence effect Contiguity effect

3.2. Blueprints for Complex Learning

3.2.1. Complex Learning 4 Blueprint components Learning Tasks Supporting Information Just-In-Time Information Part-task Practice 10 Steps of Complex Learning

3.3. Additional Information

3.3.1. More about Just-in-time Information

3.3.2. Cognitive Theory and Multimedia Instruction

4. Designing Instructional / Learning Technology Product - Problem-based Learning

4.1. Toward a Design Theory of Problem Solving

4.1.1. Problems Problems Variations Structedness Complexity Domain Specificity Problem Representations Individual Differences (Strong Predictor) Cognitive Controls Metacognition Epistemological Beliefs Affective and Conative General Problem-Solving Skills Typology of Problem Solving Logical Problems Algorithmic Problems Story Porblems Rule-using Problem Decision-Making Problem Troubleshooting Problem Diagnosis-Solution Problems Strategic Performance Case-Analysis Problems Design Problems Dilemmas Discrete Problems vs. Metaproblems

4.2. Problem Based Learning: An instructional model and its constructivist framework

4.2.1. Constructivism Understanding is in our interactions with environment Cognitive conflict or puzzlement is the stiulus for learning and determines the organiation and nature of what is learned Knowledge evolves through social negotiation and through the evaluation of the viability of individual understandings

4.2.2. Instructional Principals Anchor all learning activities to a larger task or problem Example Support the learner in developing ownership for the overall problem or task Design an authentic task Design the task and the learning environment to reflect the complexity of the environment they should be able to function in at the end of learning. Give the learner ownership of the process used to develop a solution. Design the learning enviornment to support and challenge the learner's thinking. Encourage testing ideas against alternative views and alternative contexts. Provide opportunity for the support reflection on both the content learned and the learning process

4.2.3. Problem-Based Learning Better explanation by Project-based learning. Example here. All areas

4.3. Designing Consructivist Learning Environment

4.3.1. Model Type of CLE Question-Base Case-Base Problem-Base Project-Base Type of Problem Problem Context Problem Representation/Simulation Problem Manipulation Space Related Cases Scaffold Student Memory: Case-Based Reasoning Enhance Cognitive Flexibility Information Resources Cognitive (Knowledge-Construction) Tools Problem/Task Representation Tools Static and Dynamic Knowledge Modeling Tools Perforance Support Tools Information Gathering Tools Conversation and Collaboration Tools Social/Contextual Support

4.3.2. Activity 1. Modeling Behavioral- how to perform the activities Cognitive - reasoning for the learner to use while engage in activities 2. Coaching Monitor performance Provides hints and help Prompt the use of collaborative activities Prompt consideration of related cases Prompt the use of specific cognitive tools Prompt feedback and reflection 3. Scaffolding Adjust task difficulty Provide alternative assessments

4.4. Rich Environments for Active Learning (REAL)

4.4.1. REAL Definition Is not Is Foundation Characteristics from constructism Attributes Student responsibility and initative Generative learning activities Authentic learning contexts Authenticassessment strategis Co-operative support

4.4.2. Need for Educational change Changing Society Weaknesses with the current system

4.5. Additional Information

4.5.1. Challenge-based Learning by Apple

4.5.2. Supporting PBL

5. Design Learning Technology for Mobile Learning

5.1. Designing collaborative, constructionist and contextual applications for handheld deices

5.1.1. Devices PDA Mobile Phone tablet computer

5.1.2. Functionality framework Administration e.g. Drupal e.g. Moodle Reference e.g. Google Translate Interactive Microworld e.g. 2nd Life Data Collection Scientific Reflective Location aware e.g. GPS Collaborative e.g. Discussion forum

5.1.3. Pedagogical underpinning Little Pedagogy Instructional Behaviourist Constructionist Collaborative Contextual Reflective

5.1.4. Collaborative, constructionist and contextual applications TxtIT GPRS SortIT

5.2. Additional Information

5.2.1. Comparing M-learning with E-learning new resources for use with mobile learning: smart phones, tablet computers, notebooks New type of digital storybook New opportunities for Mobile Learning New type of pedagogy platform e.g. Augmented Reality New frameworks and skill sets for both teachers and learners

6. Web 2.0-based Learning Technologies

6.1. Web 2.0 and Possibilities for Educational Applications

6.1.1. Education and Web 2.0 New opportunities New form of assessment Internet-mediated social learning spaces New model/method for digital curriculum Resources sharing / technology integration of communities of teachers New type of Learning Management Systems New requirements Professional Development for teachers Ways to integrate Web 2.0 into pedagogy New investment in hardware/software New problems How to perceive student facing new world with new technology New kind of treat from digital technology

6.1.2. Web 2.0 Read-Write Web Blog Wiki Subscribing to information RSS Podcast Social Spaces Collective activities Resources sharing Folksonomy "learn" and improve based on activities Internet as platform Google Docs Zoho Open Source Content contributed by communities Software contributed by communities

6.2. Additional Information

6.2.1. When we think Web 2.0 is good for T&L, Web 3.0 is here

6.2.2. Web 3.0 is about data

6.2.3. Social network really useful in education?

7. Development of Product

7.1. Teaching and Learning in Digital Environments: The Resurgence of Resource-Based Learning

7.1.1. Resource-Based Learning Resource-based teaching and learning Components or RBLEs Challenges, Opportunities & implications Evolution of Resources for RBL Predigital perspectives Digital era perspectives

7.2. Teaching and learning online: A beginning's guide to e-learning and e-teaching in higher education

7.2.1. Online learning Materials for online learning Online learning resources frameworks Any MITE course Instructional design for web-based learning

7.2.2. Learning tasks Content-based design (normal teaching mode) Task-based design = Project-based learning LMS vs LCMS Planning: authentic learning tasks and activities Authentic online assessment

7.2.3. Learning Resources Web deployment

7.2.4. Learning supports Guided Learning supports Learning Contracts Learning Guides Learning Schedules Self-regulated learning Metacognition and self-concept Self-monitoring and motivation Volitional & Cognitive Strategy formation Social construction of knowledge e-mail Bulletin Board / Forum Videe/audio conference Second Life Learning scaffolding Learning communities Mentors Professional recognition Group projects

7.2.5. Learning designs Situated learning (instruction-based) Problem-based learning Case-based learning Project-based learning Inquiry-based learning Role-playing and simulations The Sims

7.2.6. Design and development strategies Learning Objects Accessibility Making it reusable Metadata Evaluating online learning settings Attributes of effective online settings Framework for evaluating

7.3. Additional Information

7.3.1. Using SecondLife as VLE (Virtual Learning Envornment

8. Designing for Concept Learning

8.1. Activity Theory as a Framework for Designing Constructivist Learning Environments

8.1.1. Activity Theory Activity System Assumptions Minds in Context Consciousness in the World Inentionality Object-Orientedness Community: A Dialectic Context Historical-Curtural Dimension Tool Mediation Collaboration CLE through Activity Theory Problem-Project Space Related Cases Learning Supports Information Resources Conversation and Collaboration Tools Cognitive Tools Process for Designing CLEs 1. Clarify purpose of activity

8.2. Searching for Learner-Centered, Constructivist, and Sociocultural Components of Collaborative Educational Learning Tools

8.2.1. Learner-Centered View on Collaborative Technology Cognitive & Metacognitive Factors Tools for learners to build, browse, link, draw, represent, summarize... Motivational & Affective Factors Colloborative tools (forum) Developmental & Social Factors Electronic conferencing, collobrative tools Individual differences Global communication tools (linguistic/cultural difference)

8.2.2. Constructivist View on Collaborative Technology Cognitive constructivist Social constructivist

8.2.3. Socialcultural Views on Collaborative Technology

8.3. On the role of concepts in learning and instructional design

8.3.1. Concepts Classical-Attribute Isolation View of Concepts Problems Prototype or Probablistic View of Concepts Example view of concepts Similarity views of concepts Other view of concepts Actional view of concepts Theory-based view of concepts

8.3.2. Conceptual Change Implications For Assessment: Propositions Free word assoications Similarity ratings Representation Cognitive maps

8.4. Additional Information

8.4.1. Teaching Concepts: Instructional Design Guide

8.4.2. Web 3.0 and Conceptual map's resemblance

8.4.3. Model-based reasoning in conceptual change