1. Session 1
1.1. learning outlines
1.1.1. Teaching materials
1.1.1.1. Prezi Moodle
1.1.2. Learning outlines
1.1.2.1. What is an instructional designer?
1.1.2.1.1. Who?
1.1.2.1.2. Roles
1.1.2.1.3. Areas
1.1.2.2. LT products
1.1.2.2.1. In Educational institutes
1.1.2.2.2. In Commercial environment
1.1.2.3. Context for Development
1.1.2.4. Project Development
1.1.2.4.1. stages
1.1.2.4.2. Members
1.1.2.5. Different industries
1.1.2.6. E-learning design
1.1.2.6.1. What products we design?
1.1.2.6.2. E-learning designer
1.1.2.6.3. Case study
1.2. reading
1.2.1. Paper1
1.2.1.1. instructional design
1.2.1.1.1. Definition
1.2.1.1.2. Features
1.2.1.1.3. instructional media
1.2.1.2. The history
1.2.1.2.1. School museum
1.2.1.2.2. The visual instruction movement and instructional films
1.2.1.2.3. The audiovisual instruction movement and instructional radio
1.2.1.2.4. World war 2
1.2.1.2.5. Post-WW2 developments and media research
1.2.1.2.6. Theories of Communication
1.2.1.2.7. Instructional Television
1.2.1.2.8. shifting terminology
1.2.1.2.9. computers
1.2.1.2.10. Recent development
1.2.2. Paper 2
1.2.2.1. Definition of the filed of instructional design and technology
1.2.2.1.1. History of instructional design
1.2.2.1.2. the origins of instructional design WW2
1.2.2.1.3. More early developments
1.2.2.1.4. The popularization of behavioral objects
1.2.2.1.5. The criterion-referenced testing movement
1.2.2.1.6. Robert M. Gagne
1.2.2.1.7. Sputnik
1.2.2.2. Early instructional design models
1.2.2.2.1. 1970s
1.2.2.2.2. 1980s
1.2.2.2.3. 1990s
1.2.3. Paper 3
1.2.3.1. Abstrct
1.2.3.2. Key words
1.2.3.3. Participants
1.2.3.3.1. six-month- long programme
1.2.3.3.2. profile
1.2.3.4. Study questions
1.2.3.5. Procedure
1.2.3.6. Results: private theories of the four cases in the study
1.2.3.6.1. P 1 Tom
1.2.3.6.2. Participant two: Eleanor
1.2.3.6.3. Participant three: Nicole
1.2.3.6.4. Participant four: Jane
1.2.3.7. Discussion of results and recommendations
1.2.3.7.1. Tom's design--prototype
1.2.3.7.2. Tom's digital resources
1.2.3.7.3. areas of teacher's private learning
1.2.3.8. Summary and recommendations for further studies
1.2.4. Paper 4
1.2.4.1. ID and teaching
1.2.4.1.1. ID can help teaching effectively.
1.2.4.2. ISD
1.2.4.3. ID
1.2.4.4. Purposes of the study
1.2.4.5. questions of the study
1.2.4.6. selected teachers
1.2.4.6.1. a experienced master teacher
1.2.4.7. The school
1.2.4.7.1. One of the 7 public middle school in the southeastern US
1.2.4.8. Data collection strategies
1.2.4.8.1. 7 months
1.2.4.9. Results
1.2.4.9.1. 8th grade science classroom
1.2.4.9.2. The teacher's experienced world.
1.2.4.9.3. figure
1.3. extended learning
1.3.1. instructional design
1.3.1.1. The process
1.3.1.2. How to understand instruction?
1.3.1.2.1. a paper
1.3.1.3. instructional design community
1.3.1.4. instructional design in E-learning
1.3.1.4.1. differerntID models
1.3.1.5. What does an instructional designer do???
1.4. synthesis of ideas and reflection
1.4.1. useful model
1.4.2. The qualification of an instructional designer
2. Session 2
2.1. Learning outlines
2.1.1. Teaching Materials
2.1.1.1. Prezi MOODLE
2.1.2. Learning outlines
2.1.2.1. ID products development 5 stages
2.1.2.1.1. ID AS What?
2.1.2.2. Learning object models analysis stage of instruction
2.1.2.2.1. Linear model by Dick & Carey
2.1.2.2.2. Spiral model by Romiszowski 1981
2.1.2.2.3. Rapid prototyping model by Tripp&Bichelmeyer
2.1.2.2.4. Oval model by Kemp
2.1.2.2.5. To-to-bottom Model By Braden
2.1.2.3. Learning Theories and ID
2.1.2.4. Conducting analysis
2.1.2.4.1. What to analysis?
2.1.2.4.2. Project analysis tools
2.1.2.5. Write Project proposal
2.1.2.5.1. How to write
2.2. Reading
2.2.1. Paper 1
2.2.1.1. What are theories and models?
2.2.1.2. Learning theories
2.2.1.2.1. The basic 3 theories
2.2.1.2.2. Some strengths and weakness
2.2.1.3. Learning theories and instructional design
2.2.1.3.1. The history of LT in ID
2.2.1.3.2. Leaning theories and the practice of ID
2.2.1.3.3. IS there one best LT for ID???
2.2.2. Paper 2
2.2.2.1. The events of instruction
2.2.2.1.1. Instruct students
2.2.2.2. The nature of instruction
2.2.2.2.1. A set of communication
2.2.2.3. Self-instruction and self-leaner
2.2.2.3.1. Engage in a great deal of self-instruction
2.2.2.3.2. Self learner
2.2.2.4. Instruction and learning
2.2.2.4.1. The purpose of instruction
2.2.2.4.2. Learning theories and instruction
2.2.2.4.3. Kinds of processing
2.2.2.5. Instructional events
2.2.2.5.1. Definition
2.2.2.5.2. Relation to processes of learning
2.2.2.5.3. And learning outcomes
2.2.2.6. The events of instruction in a lesson
2.2.2.6.1. design of a computer-based lesson
2.2.3. Paper 3
2.2.3.1. ID 1
2.2.3.1.1. What is ID1
2.2.3.1.2. 9 limitations of ID1
2.2.3.2. ID 2
2.2.3.2.1. What should ID2 like?
2.2.3.2.2. Key aspects
2.2.4. Paper 4
2.2.4.1. Guide lines
2.2.4.1.1. what is the cisco system
2.2.4.2. What is the Reusable Information Object Strategy?
2.2.4.2.1. RIO
2.2.4.3. Why Are RIOs Important to Cisco?
2.2.4.3.1. Paradigm Shift
2.2.4.3.2. Benefits for Authors
2.2.4.3.3. Benefits for Learners
2.2.4.4. What is the RLO-RIO Structure?
2.2.4.4.1. RLO
2.2.4.4.2. inside the RLO
2.2.4.4.3. inside the RIO
2.2.4.4.4. The structure
2.2.4.5. Guidelines for Building the RLO
2.2.4.5.1. 1. Overview
2.2.4.5.2. 2. Summary
2.2.4.5.3. 3. Assessment
2.2.4.6. Guidelines for Building RIOs
2.2.4.6.1. Practice Items
2.2.4.6.2. Assessment Items
2.2.4.6.3. Cognitive Level
2.3. Extended learning
2.3.1. Learning theories and ID
2.3.1.1. extended reading
2.3.1.2. A summary of theories
2.3.1.3. From the student aspect
2.3.2. Is There One Best Learning Theory for Instructional Design
2.4. synthesis of ideas and reflection
2.4.1. The process of ID ADDIE is useful
2.4.2. While as a educator we need learning theories support during design
2.4.2.1. How to choose
3. Session 3
3.1. learning outlines
3.1.1. teaching materials
3.1.1.1. Prezi MOODLE
3.1.2. Design Stage
3.1.2.1. Define a goal
3.1.2.2. Conduct instructional design analysis
3.1.2.2.1. Task analysis
3.1.2.2.2. Tasks analysis examples
3.1.2.3. Analyze learners and context
3.1.2.4. Writing performance and learning objectives
3.1.2.4.1. Learning objective
3.1.2.4.2. Write learning outcomes
3.1.2.5. Develop assessment strategy
3.1.2.5.1. Drill and practice
3.1.2.5.2. essays
3.1.2.5.3. Problem solving
3.1.2.5.4. Tasks
3.1.2.6. Develop instructional strategy
3.1.2.7. Arrange instructional events
3.1.2.7.1. Session 2 chapter 10
3.1.2.7.2. CISCO RLO strategy
3.1.2.8. Flawchart
3.2. Reading
3.2.1. Paper 1
3.2.1.1. The promise of multimedia learning
3.2.1.2. Key words
3.2.1.2.1. CBL
3.2.1.2.2. CBI
3.2.1.2.3. Online training,multimedia learning
3.2.1.3. why multimedia learning?
3.2.1.3.1. Example
3.2.1.4. Multimedia instructional message?
3.2.1.4.1. What is it?
3.2.1.4.2. The goal
3.2.1.5. How does multimedia learning work?
3.2.1.5.1. A cognitive learning theory learning explanation
3.2.1.6. Methods
3.2.1.6.1. Multimedia effect
3.2.1.6.2. Coherence effect with text-and-illustrations and narration-and-animation
3.2.1.6.3. Contiguity effect with text-and-illustrations and text-and-animation
3.2.1.6.4. Personalization effect with animation-and-narration and animation-and-text
3.2.1.6.5. The results
3.2.2. Paper 2
3.2.2.1. 4C/ID model
3.2.2.2. COmplex learning
3.2.2.2.1. constituent skills
3.2.2.3. The 4 blueprint components
3.2.2.3.1. Learning Tasks
3.2.2.3.2. Supportive Information
3.2.2.3.3. JIT Information
3.2.2.3.4. Part-task Practice
3.2.3. Paper 3
3.2.3.1. ITT
3.2.3.1.1. Introduction
3.2.3.1.2. References examples 5
3.2.3.1.3. Instructional transaction
3.2.3.1.4. Identify (Component) Transaction
3.2.3.1.5. Execute (Activity) Transaction
3.2.3.1.6. Interpret (Process) Transaction
3.3. extended learning
3.3.1. stages of instructional design
3.3.1.1. brief 8 stages if instructional design
3.3.1.2. 10 stages of ID
3.4. synthesis of ideas and reflection
3.4.1. different models in this design step
3.4.2. Learning outcomes
3.4.2.1. How to write learning outcomes?
3.4.2.2. how to write LO
4. session 7
4.1. learning outlines
4.1.1. Teaching materials
4.1.2. what is web2.0
4.1.3. Collection of Web 2.0 sites
4.1.3.1. Go2web20
4.1.4. Tools
4.1.4.1. Blog
4.1.4.1.1. Digital Story Telling
4.1.4.1.2. "citizen journalism"
4.1.4.2. WIKI
4.1.4.3. Social Repositories
4.1.4.3.1. Youtube
4.1.4.3.2. Flicker
4.1.4.3.3. RSS Feeds
4.1.4.3.4. Aggregator
4.1.4.3.5. Podcasting
4.1.4.4. Social Networking
4.1.4.4.1. facebook
4.1.4.4.2. Myspace
4.1.4.5. Web as a Platform
4.1.4.5.1. zoho
4.1.4.5.2. google docs
4.1.4.6. Open Source
4.1.4.6.1. sourceforge
4.1.4.7. Mobile Web 2.0
4.1.4.7.1. smartphone
4.2. Reading
4.2.1. Paper
4.2.1.1. What is Web 2.0?
4.2.1.1.1. a metaphor for a spectrum of emerging novel Internet applications(For brief)
4.2.1.1.2. read-write web
4.2.1.1.3. subscribing to information
4.2.1.1.4. Social spaes
4.2.1.1.5. The internet as a platform
4.2.1.1.6. Open sources
4.2.1.2. The wide spread of Web 2.0
4.2.1.2.1. users
4.2.1.2.2. news and Numbers of increasing using web2.0 applications
4.2.1.3. Education and Web 2.0
4.2.1.3.1. E-learning 2.0
4.2.1.3.2. Ways
4.2.1.4. M-learning
4.3. extended learning
4.3.1. FOSS
4.3.1.1. Free and open source software
4.3.1.1.1. definition
4.3.1.2. FLOSS Weekly
4.3.1.2.1. http://en.wikipedia.org/wiki/FLOSS_Weekly
4.3.1.2.2. website
4.3.1.3. FOSS and education
4.4. synthesis of ideas and reflection
5. session 8
5.1. Learning outlines
5.1.1. Teaching materials
5.1.2. Mobile-technologies
5.1.2.1. Phone
5.1.2.1.1. eg:Iphone smartphone
5.1.2.2. Tablet PC
5.1.2.3. Ultra-PC
5.1.2.4. Touch Pad Technology
5.1.2.4.1. eg: itouch
5.1.2.5. Gaming Devices
5.1.2.5.1. PSP
5.1.2.6. E-book readers
5.1.2.7. Smart Watches
5.1.3. For early Enculturation
5.1.3.1. Apple school
5.1.4. Functions of a Device
5.1.5. Previous Studies with Devices in Education
5.1.6. Limitations
5.1.6.1. Small screen&nature of interaction
5.1.6.1.1. Sollutions
5.1.7. Affordance of Mobile technology in Education
5.1.7.1. Multimedia Access Tool
5.1.7.2. Connectivity Tool
5.1.7.3. Capture Tool
5.1.7.4. Analytic Tool
5.1.7.5. Presentational Tool
5.1.8. Functional Framework
5.2. Reading
5.2.1. Arguing statement
5.2.2. Related work
5.2.2.1. Most popular applications for handhelds
5.2.2.1.1. referential
5.2.2.1.2. Presentational
5.2.3. Functionality framework
5.2.3.1. Administration
5.2.3.1.1. information storage and retrieval
5.2.3.2. Reference
5.2.3.2.1. office style’ tools
5.2.3.3. Interactive
5.2.3.4. Microworld
5.2.3.4.1. LImitation with M-devices
5.2.3.5. Data collection
5.2.3.5.1. Scientific
5.2.3.5.2. Reflective
5.2.3.5.3. Multimedia
5.2.3.6. Location aware
5.2.3.6.1. museum guides
5.2.3.6.2. treasure hunts
5.2.3.7. Collaborative
5.2.4. Pedagogical underpinning
5.2.4.1. framework
5.2.4.2. Administration
5.2.4.2.1. little
5.2.4.3. Referential
5.2.4.4. Interactive
5.2.4.4.1. Interaction and feedback
5.2.4.5. Microworld
5.2.4.5.1. constructionist approach
5.2.4.6. Data collection
5.2.4.7. Location aware
5.2.4.7.1. con- textual approach
5.2.4.8. Collaborative
5.2.4.8.1. collaboration
5.2.5. Collaborative, constructionist and contextual applications
5.2.5.1. TxtIT
5.2.5.1.1. overcome2 problems
5.2.5.2. Mapping challenge
5.2.5.3. GPRS
5.2.5.4. SortIT
5.3. extended learning
5.3.1. M-learning
5.3.1.1. M-learning website
5.3.1.2. Where is Mobile Learning Going?
5.3.1.3. M-Learning - a New Stage of ␣-Learning
5.4. synthesis of ideas and reflection
5.4.1. The new trend of M-learning
6. Session 5
6.1. Learning outlines
6.1.1. Multimedia learning theory
6.1.1.1. Mayer 2003
6.1.1.1.1. Multimedia principle
6.1.1.1.2. Split-attention principle
6.1.1.1.3. Redundancy principle
6.1.1.1.4. Modality principle
6.1.1.1.5. Segmenting principle
6.1.1.1.6. Pre-training principle
6.1.1.1.7. Coherence
6.1.1.1.8. Signaling
6.1.2. Teaching materials
6.1.2.1. google docs
6.1.3. Learning by doing
6.1.3.1. 4C/ID
6.1.3.1.1. http://edutechwiki.unige.ch/en/4C/ID
6.1.3.1.2. http://www.nwlink.com/~donclark/hrd/learning/id/4c_id.html
6.1.3.2. Case-based Reasoning
6.1.3.3. Kolb Learning Cycle
6.1.3.3.1. http://www.ldu.leeds.ac.uk/ldu/sddu_multimedia/kolb/static_version.php
6.1.3.3.2. New node
6.1.3.4. Dufour’s ‘Learning by Doing’
6.1.3.4.1. http://manaenbrainhouse.blogspot.com/
6.1.3.4.2. New node
6.1.4. Resource-based learning
6.1.4.1. Four key components of a learning environment
6.1.5. Jonassen’s Constructivist Learning Environment
6.1.6. Storyboard steps
6.1.6.1. opening
6.1.6.2. CONTENT PRESENTATION
6.1.6.3. PROGRAMMED INSTRUCTIONS
6.1.6.4. QUIZ/TEST
6.1.6.5. RECORD OF RESULTS
6.1.6.6. https://docs.google.com/present/view?id=dcvb5vzv_1453cmwmskhp
6.2. Reading
6.2.1. Paper 1
6.2.1.1. Digital age change
6.2.1.1.1. nature of resources and information
6.2.1.1.2. transform basic social and economic enterprises
6.2.1.2. resourse-based learning environment
6.2.1.2.1. RBLES
6.2.1.3. Digital information system
6.2.1.3.1. such as: www
6.2.1.4. evolution of resources for teaching and learning
6.2.1.4.1. What should learning resource be?
6.2.1.4.2. For leaners
6.2.1.4.3. Predigital perspectives
6.2.1.5. Toward resourse-based teaching and learning
6.2.1.5.1. resourse-based TL
6.2.2. paper 2
6.2.2.1. Online Learning
6.2.2.1.1. why use online learning?
6.2.2.1.2. Materials for online learning
6.2.2.1.3. Frameworks for online learning settings
6.2.2.1.4. Instructional forms and learning
6.2.2.1.5. Learning as knowledge construction
6.2.2.1.6. Instructional Design for Web-based learning
6.2.2.1.7. Designing online settings that support knowledge construction
6.2.2.2. Learning Tasks
6.2.2.2.1. what is learning tasks?
6.2.2.2.2. Content-based design
6.2.2.2.3. Task-based design
6.2.2.2.4. 2.1Task-based learning
6.2.2.2.5. Courseware delivery systems
6.2.2.2.6. 2.2 Planning learning tasks
6.2.2.2.7. Authentic Tasks
6.2.2.2.8. 2.3 Authentic assessment
6.2.2.3. Learning Resources
6.2.2.3.1. 3.1 Content Pages
6.2.2.3.2. 3.2 Making use of the media
6.2.2.3.3. 3.3 interactive learning resources
6.2.2.4. Learning Supports
6.2.2.4.1. 4.1 Online learning support strategies
6.2.2.4.2. 4.2 Supporting self-regulated learning
6.2.2.4.3. 4.3 Social construction of knowledge
6.2.2.4.4. 4.4 Learning scaffolds
6.2.2.4.5. 4.5 Learning communities
6.3. Extended learning
6.3.1. storyboard steps
6.3.1.1. 8 Easy Steps to Create a Storyboard
6.3.2. 4C/ID – Four Component Instructional Design Model
6.3.2.1. The Four-Component Instructional Design Model: Multimedia Principles in Environments for Complex Learning
6.3.3. prototype
6.3.3.1. to session 6
6.4. synthesis of ideas and reflection
6.4.1. learning by doing
6.4.1.1. Entrepreneurship Education: Learning by Doing
6.4.2. design the learning environment
6.4.2.1. The Design of Learning Environments
7. Session 4
7.1. learning outlines
7.1.1. Teaching materials---Prezi MOODLE
7.1.2. Flow chart
7.1.2.1. Create flowchart
7.1.2.1.1. Powerpoint
7.1.2.1.2. www.flowchart.com
7.1.3. Storyboard
7.1.3.1. Examples
7.1.3.2. evaluating storyboard
7.1.3.2.1. Reviewed by various people
7.1.3.2.2. evaluated for
7.2. Reading
7.2.1. Paper 1
7.2.1.1. Goal of this theory
7.2.1.1.1. foster problem solving and conceptual development. It is intended for ill-defined or ill-structured domains.
7.2.1.2. Values
7.2.1.2.1. question, case, project
7.2.1.2.2. a problem or learning goal that is "owned" by the learner
7.2.1.2.3. instruction that consists of experiences which facilitate knowledge construction (meaning making),
7.2.1.2.4. learning that is active and authentic.
7.2.1.3. Constructivist conception of learning
7.2.1.3.1. Knowledge is individually construct and socially co-constructed by learners based on their interpretations of experience in the world.
7.2.1.4. Models for CLEs
7.2.1.4.1. New node
7.2.1.5. Question/case/problem/project
7.2.1.5.1. The problem drives learning!
7.2.1.5.2. CLES can be constructed to support different based learning
7.2.1.5.3. Problems in CLES
7.2.1.5.4. Related Cases
7.2.1.5.5. Information resources
7.2.1.5.6. Cognitive(knowledge-construction)Tools
7.2.1.5.7. conversation and collaboration tools
7.2.1.5.8. Social/Contextual support
7.2.1.5.9. Steps
7.2.2. Paper 2
7.2.2.1. Constructivism
7.2.2.1.1. Understanding is in our interaction with the environment
7.2.2.1.2. Cognitive conflict or puzzlement is the stimulus for learning and determines the organization and nature of what is learned.
7.2.2.1.3. Knowledge evolves through social negotiation and through the evaluation of the viability of individual understandings
7.2.2.2. Instructional principles
7.2.2.2.1. 1. Anchor all learning activities to a larger task or problem.
7.2.2.2.2. 2. Support the learner in developing ownership for the overall problem or task
7.2.2.2.3. 3. Design an authentic task.
7.2.2.2.4. 4. 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.
7.2.2.2.5. 5. Give the learner ownership of the process used to develop a solution
7.2.2.2.6. 6. Design the learning environment to support and challenge the learner's thinking.
7.2.2.2.7. 7. Encourage testing ideas against alternative views and alternative contexts.
7.2.2.3. Problem-Based Learning
7.2.2.3.1. PBL
7.2.2.4. a few of the critical features.
7.2.2.4.1. Learning goals
7.2.2.4.2. Problem Generation
7.2.2.4.3. Problem Presentation
7.2.2.4.4. Facilitator Role
7.2.3. Paper 3
7.2.3.1. What is a problem?
7.2.3.1.1. First, a problem is an unknown entity in some situation (the difference between a goal state and a current state)
7.2.3.1.2. Second, finding or solv- ing for the unknown must have some social, cul- tural, or intellectual value.
7.2.3.2. Different kinds of problems
7.2.3.3. Problem solving
7.2.3.3.1. "any goal-directed sequence of cognitive operations"
7.2.3.3.2. Skills
7.2.4. Paper 4
7.2.4.1. REALs
7.2.4.1.1. explanation
7.2.4.1.2. definition
7.2.4.1.3. foundation
7.2.4.1.4. Main attributes
7.2.4.2. Education needs change
7.2.4.2.1. why?
7.2.4.3. Weakness within the current system
7.2.4.3.1. inert knowledge
7.2.4.3.2. erroneous assumption
7.2.4.4. We need to look at other ways
7.2.4.4.1. as educators
7.2.4.4.2. other assumptions
7.3. Extended learning
7.3.1. A paper for CLES
7.3.1.1. http://surveylearning.moodle.com/cles/papers/CLES_AERA94_Award.htm
7.3.1.2. CLES AN INSTRUMENT FOR MONITORING THE DEVELOPMENT OF CONSTRUCTIVIST LEARNING ENVIRONMENTS
7.3.2. PBL
7.3.2.1. a overview of PBL
7.3.2.2. Applying Learning Design concepts to problem-based learning
7.3.2.2.1. key words
7.3.3. storyboard
7.3.3.1. How to make a storyboard
7.3.3.2. Instructional Design Storyboards: the How and Why
7.4. synthesis of ideas and reflection
7.4.1. flowchart and storyboard practice
7.4.2. Problem-based learning
8. Session 6
8.1. Learning reflection
8.1.1. Teaching materials
8.1.2. prototype
8.1.2.1. Definition
8.1.2.1.1. A working model and a representation of your final project
8.1.2.1.2. Provides sufficient information to allow a client and the team to have glimpse into the final product
8.1.2.1.3. Used as important evolution tool
8.1.2.2. Designs
8.1.2.2.1. interface design
8.1.2.2.2. Interaction design
8.1.2.2.3. Presentation design
8.1.2.3. Prototype Evaluatiopn
8.1.3. Useful application
8.1.3.1. Adobe inllustrator
8.1.3.2. Flash
8.1.3.3. photo shop.
8.2. Reading
8.2.1. Paper 2
8.2.1.1. Key words
8.2.1.1.1. Concept learning, conceptual change, assessment, knowledge representation
8.2.1.2. concepts
8.2.1.2.1. definition
8.2.1.2.2. importances
8.2.1.2.3. concepts and instructional design
8.2.1.2.4. existed issue
8.2.1.2.5. Some views abt concepts
8.2.1.2.6. The most common function
8.2.1.3. CONCEPTS AND CONCEPTUAL CHANGE
8.2.1.3.1. Conceptual change
8.2.1.3.2. implication of CC for Concept learning and assessment
8.2.2. paper 3
8.2.2.1. purpose of this paper
8.2.2.1.1. Due to
8.2.2.1.2. Activity theory
8.2.2.2. Activity theory
8.2.2.2.1. roots
8.2.2.2.2. activity must be understood or analyzed outside the context in which it occurs
8.2.2.3. Activity system
8.2.2.3.1. The model
8.2.2.3.2. Activity consists of a goal-directed hierachy
8.2.2.4. Assumption of activity theory
8.2.2.4.1. Activity minds in context
8.2.2.4.2. consciousness in the world
8.2.2.4.3. Intentionality
8.2.2.4.4. object-orientedness
8.2.2.4.5. community: a dialectic context
8.2.2.4.6. Historical-cultural dimension
8.2.2.4.7. Tool Mediation
8.2.2.4.8. collaboration
8.2.2.5. applying activity theory to design
8.2.2.5.1. 1. clarify purpose of activity system
8.2.2.5.2. 2.analyzethe activity system
8.2.2.5.3. 3.analyzethe activity structure
8.2.2.5.4. 4.analysetools and mediators
8.2.2.5.5. 5. analyzing the context
8.2.2.5.6. 6. analyzing activity system dynamic
8.2.3. Paper 1
8.2.3.1. 3 general views
8.2.3.1.1. learner-centered
8.2.3.1.2. constructivist
8.2.3.1.3. sociocultural
8.2.3.2. THEORETICAL PERSPECTIVES ON COLLABORATIVE LEARNING TOOLS
8.2.3.2.1. learner centered view on collaborative technology
8.2.3.3. A Constructivist View on Collaborative Technology
8.2.3.3.1. Cognitive Constructivistic Teaching Practices and Principles
8.2.3.3.2. Social Constructivistic Teaching Practices and Principles
8.2.3.3.3. tools like CSCL
8.2.3.4. Sociocultural Views on Collaborative Technology
8.2.3.4.1. Mediation
8.2.3.4.2. Zone of Proximal Development
8.2.3.4.3. Internalization
8.2.3.4.4. Cognitive Apprenticeship
8.2.3.4.5. Assisted Learning
8.2.3.4.6. Teleapprenticeship
8.2.3.4.7. Scaffolded Instruction.
8.2.3.4.8. Intersubjectivity
8.2.3.4.9. Activity Setting as Unit of Analysis
8.2.3.4.10. Distributed Intelligence in a Learning Community
8.3. extended learning
8.3.1. prototype
8.3.1.1. evaluating prototype