MITE 6330 "My mind map"

This is my mind map for the course MITE 6330, Learning Design and Technology January 2011

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MITE 6330 "My mind map" by Mind Map: MITE 6330 "My mind map"

1. Instruction

1.1. Definition of instruction

1.2. Gagne's Nine Events of Instruction

1.2.1. 1. Gain Attention

1.2.2. 2. Inform Learner objectives

1.2.3. 3. Stimulate recall of prior learning

1.2.4. 4. Present stimulus material

1.2.5. 5. Providing leaner guidance

1.2.6. 6. Elicit performance

1.2.7. 7. Provide feedback

1.2.8. 8. Assess the performance

1.2.9. 9. Enhancing retention and transfer

1.3. Group Instruction

1.4. A system approach model for designing instruction

2. Instructional Design

2.1. Instructional Designer

2.1.1. Examples of contexts in which an instructional designer works:

2.1.1.1. Education

2.1.1.2. Health

2.1.1.3. Finance

2.1.1.4. Government

2.1.2. Reading on Instructional Design

2.1.3. Learning technology products

3. Stages in learning technology project

3.1. Analysis

3.2. Design

3.3. Development

3.4. Implementation

3.5. Evalutaion

4. Summary

5. Introduction to Instructional Systems

5.1. Performance Objectives

5.2. Materials

5.2.1. Lesson Planning

5.2.1.1. 1. Classifying the lesson objectives by learning type

5.2.1.2. 2. Listing the needed instructional events

5.2.1.3. 3. Choosing a medium/materials of instruction capable of providing those events

5.2.1.4. 4. Incorporating appropriate conditions of learning into the prescriptions indicating how each event will be accomplished by the lesson

5.3. Evaluating Instruments

5.4. Stages in designing comprehensive Instructional Systems

5.4.1. System Level

5.4.1.1. Analysis of needs, goals and priorities

5.4.1.2. Analysis of resources, constraints and alternate delivery systems

5.4.1.3. Determination of scope and sequence of curriculum, courses

5.4.2. Lesson Level

5.4.2.1. Definition of performance objectives

5.4.2.2. preparing lesson plans or modules

5.4.2.3. Developing, selecting materials, media

5.4.2.4. Assessing student performance

5.4.3. System Level

5.4.3.1. Teacher preparation

5.4.3.2. Formative Evaluation

5.4.3.3. Field testing, revision

5.4.3.4. Summative evaluation

5.4.3.5. Installation and diffusion

5.4.4. Course Level

5.4.4.1. Determining course structure and sequence

5.4.4.2. analysis of course objectives

6. Defining Goals

6.1. Performance Objectives

6.1.1. Five-component guide to writing performance objectives

6.1.1.1. Situation

6.1.1.2. Learned capability

6.1.1.3. Object

6.1.1.4. Action

6.1.1.5. Tools and constraints

6.1.2. Action Verbs

7. Types of learning

7.1. The process of learning

7.2. Levels of complexity in intellectual skills

8. Media selection

8.1. nature of the learning situation

8.2. the environment for learning

8.3. the conditions for instructional development

8.4. the culture in which the instruction will given

8.5. accessibility

8.6. cost

8.7. feasibility of use

9. Assessing student performance

9.1. objective-referneced tests

9.2. norm-referenced tests

10. Group Project work

10.1. Writing a project proposal

10.1.1. writing a client-scoping questionnaire

10.2. writing objectives

10.3. flow chart

10.3.1. evaluating the flow charts

10.4. storyboards

10.4.1. evaluating the story boards

10.5. developing a prototype

10.6. analysing and evaluating the prototype

10.7. combining all parts together

11. Evaluating Instruction

11.1. Formative Evaluation

11.2. Summative Evaluation

12. Interaction in online learning

12.1. twitter

12.2. facebook

12.3. blogs

12.4. forums

13. References

14. Handheld devices for learning

15. Latest news on Learning Technology Projects