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MITE 6330 Learning Design and Technology by Mind Map: MITE 6330  Learning Design and
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MITE 6330 Learning Design and Technology

Design of Learning/ instructional Products

Learning from Lesson

A web site to search related jobs

Activities, What is an Instructional Designer

Learning Technology product in Educational and Institutional / Commercial, Educational - ICT in class, e-learning, flexible learning, distance education, staff learning Commercial - solve training needs, provide specialized e-training, develop digital content for sales, develop custom solution for clients

Context for instructional and learning design, Outsourcing, in-house, buy existing products

5 Stages in Learning Technology Projects, Stage 1: Analysis Stage 2: Design Stage 3: Development Stage 4: Implementation Stage 5: Evaluation, Instructional multimedia development process, e-learning design

Various products we design, e-learning, multimedia packages, educational digital video / websites, blended learning packages, e-books, etc.

Project development team, Project manager, instructional designer, interface designer, multimedia designer, programmer, others


A history of instructional design and technology: Part I: A history of Instructional Media, Overview, 6 categories of activities or practices: analysis, design, development, implementation, evaluation, and management, identification of research and theory, as well as practice, as important aspects of the profession, its recognition of the influence the performance technology movement has had on professional practices, the use of media for instructional purposes, the use of systematic instructional design procedures

A history of instructional design and technology: Part II: A history of Instructional Media, Overview

Teachers' private theories and their design of technology-based learning, Technology-based Instructional design, Teachers' private theories, Four Major Areas: Learning, Students, Teacher, Technology, Institutional Influences, Knowledge of curriculum and pedagogical content, From: Observation, Interactions, Instruction, Inference, Methodology, Qualitative multicase study, Discussion of results and recommendations, Reflections

An expert teacher's thinking and teaching and instructional Design models and Principles: An Ethnographic Study, Purpose and questions, Methodology, Selection of teacher, possession of an degree, no management or discipline problem, 7 years of classroom experience, good reputation, knowledge about curriculum and organization, excellent regard his/her principle, showing competency as a teacher, The school, seven public middle schools in US, grades 6 - 8, academic abilities groups, gifted, through advanced, average, learning disabled, culture, empower teachers to implement innovative ideas, reinforce professional development, encourage team work, facilitate positive interactions among administrators, Data collection Strategies, interview, observation and interviews, classroom observation and interviews, stimulated recall interviews, Establishing rigors of the study, respondent validation, triangulation, persistent observation and prolong engagement, Thick descriptions of the context, intercoding reliability, Data analysis, merged with data collection, define relationship between categories, examined interaction of categories across different sources of data, construction of graphic model, Results and Discussion, The classroom physical and social context, location, table settings, pattern, Teacher's experiential world, influenced and highly affected by collegial relationships and interactions, changed from a novice teacher to an expert, New node, teacher's knowledge, beliefs and theories in action, knowledge of self as a teacher, knowledge of content, knowledge of pedagogy, knowledge of students, knowledge of context, relationship between Sarah's knowledge and beliefs and her preactive, interactive and reflective teaching, the teacher's pre-planning and interactive thinking, yearly / cpurse planning, unit and daily planning, teacher's reflective teaching, students' learning needs, her performance as a teacher and the content of lesson, Conclusion and Recommendations, he significance of the teacher's socially situated knowledge vs the application of research-based knowledge in the models, reflective view of thinking vs logical view in the models, social and cultural construct of thinking and teaching vs cognitive construct of instructional design

Additional source related

Merrill's First Principles of Instruction


Kemp's Instructional Design Model

Gagné's 9 Events of Instruction

Bloom's Learning Taxonomy

Kirkpatrick's 4 Levels of Training Evaluation

Instructional Design - 303 Resources

Ideas and reflection

- instructional designer could be a high rank job in an university - E-learning designer is the center of the project development team for any e-learning product - instructional design has a very long history since 1900s - the effective use of media for instructional purposes requires careful instructional planning - that's too much readingings and theories in this session after further reading

Designing Instructional/ Learning Technology Product I

Learning from Lesson

Design Stage, Define Goals, Conduct Instructional Analysis, Task Analysis, Analysis learners and context, Write performance and learning objectives, Bloom Domains of learning objectives, Develop Assessment Strategies, Drill and Practices, Essays, Problems Solving, Tasks, Develop Instructional Strategies, Arrange Instructional Events

Developing learning outcomes

Conducting Content / Task Analysis

Theory of Multimedia Learning

Elaboration Theory

4C Instructional Design Model

Learning by doing approach to ID

Activities, Finalise Analysis and Project Proposal, Conduct content and task analysis, Develop learning outcome for my project, Develop a set of flowcharts


The promise of multimedia learning: using the same instructional design methods across different media, Promise multimedia learning, Multimedia instructional message, presentation contains words and pictures, presentation is designed to foster meaningful learning, How it works, dual channel assumption, limited capacity assumption, active learning assumption, Across Media, Multimedia effect, Coherence effect, Contiguity effect, Personalization effect, Conclusion

Blueprints for complex learning: The 4C/ID-Model, Learning Tasks, Classes Tasks, Learner support, Supportive Information, Mental models, Cognitive strategies, Cognitive feedback, Just in time information, Information displays, Demonstrations and instances, Corrective feedback, Part-task Practice, Practice items, JIT information for part-task practice, Overtraining

Instructional-Design Theories and Models: A new Paradigm of nstyructional Theory, volume 2, Instructional Transaction Theory (ITT): Instructional Design Based on Knowledge Objects, Component Display Theory, primary presentation forms (PPFs), secondary presentation forms (SFPs), interdisplay relationships (IDRs), Instructional Theory, What to teach and how to teach, Computer Program Assumption, Gagné Assumption, Instructional Transactions, Knowledge Objects, Goals of ITT, Effective instruction, Efficient instructional development, Adaptive instruction, Scope of ITT, 13 classed of instructional transactions

Additional source related

Instructional Simulation

Approaches to Implementation of Virtual Learning Environments

Most important in online multimedia learning

Ideas and reflection

Use of google drawing is much easier to create flow charts than MS Word. It's easier to change to PDF  and output for further use in the project. Develop of Learning outcomes are not easy, action words and context have to match the proper level of the students.  

Instructional Design Models

Learning from Lesson

Various ID models and approaches, Product development stages, Models, Linear model, Spiral Model, Rapid prototyping model, Oval Model, Top-to-bottom model, Behaviorism, Constructivism, Cognitivism, Learning form Technology instructivist models, Drill and practice, Computer base tutorial, Intelligent tutorial systems, Gagne's 9 events of instruction, Reusable learning object, Learning with Technology Constructivist models

Gagne's 9 events of instruction

Merrill's ID1 and ID2, Instructional Transaction Theory, Knowledge objects

Conducting Analysis, Who Wants a Learning Technology Product?, What is an Analysis Stage?, Thorough investigation, Conduct an analysis on some issues, Initial Meeting with a Client, Environmental Analysis, System Analysis, Audience Analysis, Content Analysis, Feasibility Analysis, Risk Analysis, Other relevant issues

Writing a project proposal for a client, Aim, What to propose?, What to Cover?, General Introduction, Statement of the client’s needs, General Treatment, Variation of Treatment, Outline Diagram of the Structure, Human Resources, Work Breakdown and Schedule, Cost/Payment, Limitations of the Proposal

Activities, Identify a project for development, A project for IVE started, Setup online space for project management, Develop a strategy for conducting a analysis, Questionaire developed


Instructional design & learning theories, Theories, Behaviorism, Pavlov's experiment, stimulus generalization, extinction, spontaneous recovery, discrimination, higher-order conditioning, Thorndike, law of effect, law of exercise, law of readiness, Watson, use Pavlov's idea, classical conditioning experiment involving a young child and a white rat, Skinner, Operant conditioning mechanisms, positive reinforcement or reward, negative reinforcment, ectinction or non-reinforcment, punishment, Behavioral shaping, behavioral changing occurs when a succession of steps need to be learned, reinforcement schedules, fixed interval schedules, variable interval schedules, fixed ratio schedules, variable ratio schedules, produce steadier and more persistent rates of response, Cognitivism, Schema, an internal knowledge structure, three-stage information processing model, Sensory register, short-term memory, long term memory and storage, Meaningful effects, meaningful information is easier to remember, Serial position effects, Practice effects, improve retention, Transfer effects, Interference effects, prior learning afect new tasks, Organization effects, categorizes input is easier to remember, Levels of procession effects, the more deeply a word is process the easier it will be to remember, State dependent effects, learning take place within a certain context will be easier to remember, Mnemonic effects, e.g. the notes of a musical scale can be remember by the rhyme, Schema effects, information may be difficult to remember if it doesn't fit a person's schema, Advance organizers, enable students make sense out of the lesson, Constructivism, Realistic vs Radical construction, The Assumptions of Constructivism - Merrill, Behavioral objectives Movement, Taxonomic Analysis of Learning Behaviors, Bloom's Taxonomy, Gagné's Taxonomy, Mastery Learning, Military and Industrial Approach, Gagné's and Brigg's Model, Accountability Movement, Teaching Machines and Programmed Instruction Movement, Pressey, Peterson, WW II, Crowder, Skinner, Early use of Programmed instruction, Individualized Approached to Instruction, Keller Plan, Individually prescribed Instruction (IPI), Program for Learning in Accordance with Needs (PLAN), Computer-Assisted Instruction (CAI), Systems approach to Instruction, Cognitivism and Instructional Design, Cognitivism and Computer-Based Instruction, SCHOLAR, PUFF, MYCIN, DENDRAL, META-DENDRAL, GUIDION, SOPIE, BUGGY, LOGO, Constructivism and Instructional Design

The events of instruction

Second generationinstructional design (ID2), ID1, Limitations, content analysis does not use integrated wholes which are essential for understanding complex and dynamic phenomena, limited prescriptions for knowledge acquisition, limited prescriptions for course organization, theories are essentially closed systems, fails to integrate the phases of instructional development, teaches pieces but not integrated wholes, instruction is often passive rather than interactive, presentation must be constructed from small components, labor intensive., ID2, Analyzing and Representing Knowledge for Integrated Goals, cognitive rather than behavioral, capable of teaching the organized and elaborated knowledge needed, classes of knowledge representations, 3 classes, Knowledge representation, elaborated frame network, Knowledge analysis and acquisition system (KASS), Instructional Strategies and Transactions, Transactions and classes, Information gathering, Prescriptions and filters, Course organization, Strategy analysis system (SAS), Transaction configuration, Transaction configuration systems (TCS) and library, An intelligent advisor system (IADV), An Open System - Mini-Experts, Integration of the ID Phases

CISCO systems reusable learning object strategy: definition, creation overvciew, and guidelines, Overview, Introduction, Importance, Objectives, Prerequisites, Scenario, New node, Topology, Outline, Summary, Review, Next Steps, Additional Resources, Assessment, Purpose, Sequence, Inside the Assessment, New node, Pre-RLO Assessment, Post-RLO Assessment, Guidelines, Pass or Fail Threshold, Number of Re- Takes, Weighted Assessment Items, New node, RIO Creation Process, Phase I: Design, Phase II: Development, Phase III: Delivery, Phase IV: Evaluation, Guidelines for Building the RLO, Overview, Summary, Assessment, Guidelines for Building RIOs, Practice Items, Assessment Items, Cognitive Level, 1. Concept, 2. Fact, 3. Procedure, 4. Process, 5. Principle, RLO-RIO Structure Summary

Additional source related

OAR model

Wiggins theory of backward design

MM Development Tools

Designing Online Learning

Ideas and reflection

Many theory could be followed when applying ID, choose one or two of them should be enough. Almost all major Learning theories and models were covered in the first two sessions of MTE 6330, the mind map should shink a bit after session 2 Learner's characteristics must be well analysis before develope instructional design The academic background of the learner, previous academic experience or exposure to the topic, and his/her school or grade level. Personal or social characteristics: Age, attitude, work experience, how the content of the instruction relates to his/her life. Characteristics of the non-conventional learner: Culturally diverse learners, primary language, learners with disabilities. Learning styles, the existing conditions necessary for an individual to learn. Motivation of the learner: the student seeking grades, credit, self-improvement, salary or status advancement. Motivation is one of the most important factors to success

Designing Instructional/ Learning Technology Product II

Learning from Lesson

Storyboarding a project, CBT flowchart, CBT storyboard, CBT Sciptboard

Design specification

Evaluating design documentation, Project team, Editor, A client, A content matter expert, A representative of user, content, media, pedagogical quality, technological

Designing for Constructivist Learning, Screen presentation, Authoring platform, Quality and format of graphic, video, etc., Pedagogical Considerations, New node

Activities, Evaluate Flowcharts, 2nd level Flowchart, Develop storyboard for the project


Designing constructivist learning environment, Identify the problems for CLEs, Problem Context, Problem simulation, Problem Manipulation Space, Related cases, Scaffold Student memory, Enhance Cognitive Flexibility, Information Resources, WWW, Cognitive Tools, Problem / Task Representation Tools, Static and Dynamic Knowledge Modeling Tools, Performance Support Tools, Information Gathering Tools, Conversation and Collaboration Tools, Social / Contextual Support, Modeling, Coaching, Scaffolding

Problem based learning: an instructional model and its constructivist framework, Constructivism, Understanding is in our interactions, Cognitive conflict or puzzlement, Knowledge evolves through social negotiation, Instructional Principles, Anchor all learning activities to a larger task, Support the learner in developing ownership, Design an authentic task, Design the task and the learning environment, Give the learner ownership, Design the learning environment to support and challenge the learner's thinking., Encourage testing ideas against alternative views and alternative contexts., Provide opportunity for and support reflection on both the content learned and the learning process., Problem-Based Learning, Learning goals, Problem Generation, Problem Presentation, Facilitator Role, Conclusion

Towards design theory of problem solving, What is a problem?, an unknown entity in some situation, finding or solving for the unknown must have some social, cultural, or intellectual value, any goal-directed sequence of cognitive operations, Problem Variations, ill-defined-well-defined, routine-nonroutine, vary in substance, structure, and process, Structuredness, Complexity, Domain Specificity, Problem Presentation, to novice learner, fidelity, Individual Differences, Familiarity, Domain and structural knowledge, Cognitive controls, Metacognition, Epistemological Beliefs, After effective and conative, General problem solving skills, Typology of problem solving, Logical problems, Algorithmic problems, Story problems, Rule-Using Problem, Decision-Making Problems, Troubleshooting Problems, Diagnosis-Solution Problems, Strategic Performance, Situated Case-Policy Problems, Design Problems, Dilemmas, Discrete Problems vs. Metaproblems, each problem of any type comprises a single learning objective and is learned in isolation from another, metacognitive skills required to regulate the solution of metaproblems need to be identified and elaborated, Conclusion, Further developement

Rich environments for active learning(REAL): a definition, Need for educational change, Change society, drop out rate very high, Weaknesses within the current system, Inert knowledge, knowledge that cannot be applied to real problems, Erroneous assumption, problem-solving skill development must be a part of an interdisciplinary program of study in education, Other ways, new assumption about learning, the nature of thinking, learning, and instructio, Rich environment for active learning, Defination, integration as a process of linking new knowledge to old, and modifying and enriching existing knowledge, comprehensiveness refers to the importance of placing learning in broad, realistic contexts rather than in decontextualized and compartmentalized contexts, Foundation of REALs, Characteristics of constructivism, Main attributes of REALs, Student responsibility and initiative, International learning, questioning, self-reflection, metacognitive skill, REAL strategy: reciprocal teaching, Generative learning activities, REAL strategy: cognitive apprenticeship, Authentic learning contexts, REAL strategy: anchored instruction, REAL strategy: cognitive flexibility theory, Authentic assessment strategies, learning in design, Co-operative support, REAL strategy: problem-based learning, Conclusion, Five main attributes of REALs that support the goals of constructivism developed in order to cope with the changing environment

Additional source related

Constructivist Learning Design and Lesson Plan Format

Teachers' Perspectives on a Constructivist Learning Design

Digital Storytelling 101: Rubrics and Storyboards

What is Problem Solving?

Ideas and reflection

I was the one in my team to develop the story board. I tried to draw it by computer after several hours of trying, I found that I can only finish 2 pieces and I still have 30-40 pieces to go. I realise that using computer to draw a storyboard  is impossible to me. After that, I used about 1 day to draw the whole set storyboards which is much more efficient than expected.

Learning & Computing Education: Reflections and Ideation

Development of a Product

Learning from Lesson

Theories Review, Multimedia learning theory, Multimedia principle, Split-attention principle, Redundancy principle, Modality principle, Segmenting principle, Pre-training principle, Coherence, Signaling, The Four-Component Instructional Design model -- 4C/ID-model, Learning by Doing / Case-based Reasoning, learning to do, not just to know, and learning in the context of a relevant, Essential components of a learning environment, Other models, Kolb Learning Cycle, Dufour’s ‘Learning by Doing’, Jonassen’s Constructivist Learning environment, Problems

A structured courseware package design, Opening, Content presentation, Programmed instructions, Quiz test, Record of results

Activities, Continue developing storyboards, Conduct evaluation of storyboard


Teaching and learning in digital environments: the resurgence of resource-based learning, Evolution of resources for teaching and learning, Predigital perspectives, Emerging perspectives, Toward resource-based teaching and learning, An RBLE Primer, Components of RBLEs, resources, contexts, tools, scaffolds, Resources, Static, Dynamic, Contexts, Learner generated, Tools, searching tools, Yahoo, google, AltaVista, processing tools, manipulating tools, communication tools, Scaffolds, Conceptual sscffolds, Metacognitive scaffolds, Procedural scaffolds, Strategic scaffolds, Challenges opportunities, and implications, inconsistent standards and conventions, role and design not well established, unregulated resource credibility, content validity, and reliability, Directed approaches tend to engender compliance and reliance, Students lack of metacognitive awareness and comprehension monitoring skill, Contemporary school accountability standards typically emphasize breadth over dept, Generative learning goals require varied rather than singular learning strategies, Student-centered learning complicates identification and selection of appropriate resources, Resources designed to support a given approach or perspective may not support different perspectives, RBLEs may cultivate transferable skills critical for living and working in the digital era, designers need to adhere to grounded practices that support individual needs and intentions, The process used to integrate multiple resources into a coherent learning environment has not been well established, RBLE participants, including teachers as well as students, lack necessary skills to access, process, and use information and ideas

Teaching and learning online:a beginner's guide to e-learning and e-teaching in higher education, Online learning, Learning tasks, Learning resources, Internet and all media, Learning supports, Learning Designs, Design and development strategies

Student-centered learning design: key components, technology role and frameworks for integration

Additional source related

Web 2.0 and Possibilities for Educational Applications, Social space, open source, education, Use of hand held devices in future

Closing the gap: Pre-service teachers' perceptions of an ICT based, student centred learning curriculum

Ideas and reflection

Seems quite funny that some of other groups had developed a workable website!!! They even use the website's screen paste as storyboard. What if the client band their ideas and storyboard? Did they consider the cost of doing that? They don't even know the reasons of following proper sequence when developing an ID Product! Facebook is so popular in Hong Kong. All my students have Facebook accound and it become the major communication channel instead of those "formal" methosd such as e-mail and school's own WebCT system. Most of the theories talked in this session had already been covered in the previous sessions' readings.

Designing for Concept Learning

Learning from Lesson

What is a prototype?, A working model, evolution tool

Interface design, various functional areas

Interaction design, buttons

Presentation design, Information design, diagrams, symbols, General treatments, Media design, Typography

Prototype evaulation, Client, Design team, development team, some kind of sign-off

Considerations in future, web influences, mobile devices, iPhone / iPad, relationship between effective design and learning outcomes

Names to look for, Don Norman, The Design of Future Things, User-centered design, Ben Shneiderman, Eight Golden Rules of Interface Design

Activities, Develop a prototype


Searching for learner-centered, constructivist, and sociocultural components of collaborative educational learning tools, Theoretical perspectives on collaborative learning tools, A learner centered view on collaborative technology, 12 learner centered principles, social factors in learning, A constructivist view on collaborative technology, Cognitive constructivistic Teaching, Social constructivisic, Sociocultural views on collaborative technology, Mediation, Zone of Proximal Development, Internalization, Cognitive apprenticeship, Assisted Learning, Teleapprenticeship, Scaffolded instruction, Intersubjectivity, Activity setting as Unit of Analysis, Distributed Intelligence in a learning community

On the role of concepts in learning and instructional design, Similarity view of concepts, Classical attribute isolation view, Prototype or probablistic view, Exemplar view, Problem with similarity views, inability to account for the varying functions of comcepts, Other views of concepts, actional view, Theory-based view, Concepts and conceptual change, Implication, For assessment: proposition, Eliciting Conceptual Patterns, Free word associations, card sort, representing conceptual patterns, cognitive maps, pathfinder networks, concept maps, for instructional: proposition, For assessment: concept in-use, Semistructured interviews, Think-aloud problem sloving, For instruction: concept in-use

Interfaces to interactive multimedia learning environments, Activity theory, Activity system, Assumptions of activity theory, Minds in context, Consciousness in the world, Intentionality, Object-orientedness, Community: a dialectic context, Historical-cultural dimention, Tool mediation, Collaboration, Method, Constructivist learning environments, Problem-project space, related cases, cognitive tools, conversation and collaboration tools, Process for applying activity theory, clarify purpose of activiy system, analysis the system, analyze the activity structure, analyze tools and mediators, analyze the context, analyze system dynamics

Additional source related

User Interface Design Tips

Essential (Low Fidelity) User Interface Prototypes

The Psychology of Everyday Things

17 Examples of Great Presentation Design

12 Useful Techniques For Good User Interface Design

User Interface Design Framework, with DOWNLOAD

Ideas and reflection

I gave some opinions about our protototypes. Our team will continue to work on the proposal. I found that the presentation design is very important when making the prototype, but our initial design was based on the WebCT, that's no way to change the tools and the basic interface. We will work on the different context of the prototype and set it up according to the proper procedure taught in the lessons. Activity theory is really difficult to understand. Most of the techniques and tips are continuous repeating and repeating again.

Web 2.0-based Learning Technology

Learning from Lesson

What is web 2.0?, Rich Internet Application, Service-oriented Architecture, Social Web

Collection of Web 2.0 sites

Blog, digital storytelling, everyone is a journalist

Wiki, one of the most visited website, comes close to Britannica, pbWiki, Twiki@HKU

Social Bookmarking, delecious, google

Social Repositories, Youtube, Slideshare

RSS Feeds and Aggregators, Bloglines, Newsgator

Podcasting, iTunes

Social Networking, Facebook, Friendstar, ebay, Taobao

Web as a Platform, Google, Zoho

Open Source, SorceForge

API for Mashups, Google Map 1st

Mobile Web 2.0, Phone, iPhone, Android, Symbian, Tablets, iPad, Android tab

Implications for Instructional/Learning Design, User generated content, Collaboration, Social Networking, multi devices

Activities, Evaulating Prototype


Web 2.0 and possibilities for educational applications

Additional source related

What is Web 2.0

The Web 2.0 way of learning with technologies

Web 2.0 for Content for Learning and Teaching in Higher Education, useful for my current teaching

Web 2.0 in Teacher Education, useful for performing adult learning

E-Learning Practices and Web 2.0

Web 2.0, Synthetic Immersive Environments, and Mobile Resources for Language Education, Could be applied in other subjects

Ideas and reflection is a very useful site almost contain all the web 2.0 tools in there. There are many new web 2.0 tools discovered after all those readings and explored the website. I found that there are too many similar tools under the same catagory. It seems meaningness to me if I use 2-3 tools with the same function. I review all the social networking tools I'm currently using, I found that its quite annoying if I need to update all of my social networking tools at the same time e.g.Facebook, MSN, Google, Yahoo messenger, Aliwang wang, Taobao, Twitter , RenRen! I'm currently working on reducing those social networking and communication tools, they are just too much!

Designing Learning Technology for Mobile Learning

Learning from Lesson

Mobile Technologies, mLearnopedia

International Values and Communications Technologies

Devices other than Phone, Touch pads, iPad, Dell Xoom, eBook reader, Kindle, e-ink, Tablet PC

Early Enculturation, Devices in Education

Limitations, small display

Affordable or not?

Connectivity tools

Capture tools

Representiational tools

Activities, Finalize Prototype


Designing collaborative, constructionist and contextual applications for handheld devices, Functionality framework, Administration, Reference, Interactive, Microworld, Data collection, Location aware, Collaborative, Pedagogical underpinning, Applications, TxtIT, GPRS, SortIT

Additional source related

Towards a useful classification of learning objects, types of learning objects in the context of the proposed classification, Presentation objects, Practice objects, Simulation objects, Conceptual models, Information objects, Contextual representations

The 4Cs Social Media Framework


A Design Methodology For Acceptability Analyzer in Context Aware Adaptive Mobile Learning Systems Development

Mobile Learning - 119 Resources

Ideas and reflection

This is the final session of MITE6330. From the previous lessons, I learnt various ID models and learning theories related to ID. I experienced the process of making a real ID product from zero to prototype and a full set of proposal. I believe I can help to design suitable technology environment and tools to support my students in the future learning and their upcoming modules.