1. Instructional design & Learning theories
1.1. Basics of Learning theories
1.1.1. Behaviorism
1.1.1.1. Definition
1.1.1.2. Weakness
1.1.1.3. Strengths
1.1.2. Cognitivism
1.1.2.1. Definition
1.1.2.1.1. Schema
1.1.2.1.2. Three-stage information processing model
1.1.2.1.3. Memory related points
1.1.2.1.4. Prior knowledge related points
1.1.2.2. Weakness
1.1.2.3. Strengths
1.1.3. Constructivism
1.1.3.1. Definition
1.1.3.1.1. Redefinition for knowledge
1.1.3.1.2. Redefinition for learning
1.1.3.1.3. Redefinition for conceptual growth
1.1.3.2. Weakness
1.1.3.3. Strenghths
1.2. Learning theories comparison
1.2.1. Cognitivism vs. Constructivism
1.2.1.1. Difference
1.2.1.1.1. whether learning should be controlled in instruction
1.2.1.1.2. Whether learning could be predicted
1.2.1.2. Similarity
1.2.1.2.1. How human mind process information
1.2.2. Behaviorism vs. Cognitivism
1.2.2.1. Similarities
1.2.2.1.1. Analyzing tasks and breaking it down to small chunks
1.2.2.1.2. Establishing learning objectives
1.2.2.1.3. Measuring learning performance based on objectives
1.2.2.2. Difference
1.2.2.2.1. Human mind's role in learning process
1.3. Instructional Design (ID) and learning theories
1.3.1. Different learning theories' guidance for ID
1.3.1.1. ID based on Behaviorism
1.3.1.1.1. Behavior objective
1.3.1.1.2. Taxonomic analysis
1.3.1.1.3. Mastery learning
1.3.1.1.4. Programmed instruction
1.3.1.1.5. Individualized instruction
1.3.1.1.6. Computer-assisted instruction
1.3.1.1.7. System approach
1.3.1.2. ID based on Cognitivism
1.3.1.2.1. Artificially intelligent learning program
1.3.1.3. ID based on Constructivism
1.3.1.3.1. Open-ended facilitating learning environment that representing the real world
1.3.2. Instructional design for different learning levels
1.3.2.1. Introductory learning
1.3.2.2. Advanced knowledge acquisition
1.3.2.3. Expertise level learning
2. Reusable information object strategy
2.1. Definitions
2.1.1. Reusable Information Object (RIO)
2.1.2. Reusable Learning Object (RLO)
2.2. RLO-RIO structure
2.2.1. Overview
2.2.2. RIOs (7+/-2)
2.2.2.1. Content items
2.2.2.2. Practice items
2.2.2.3. Assessment items
2.2.3. Summary
2.2.4. Assessment
2.3. Guidance for building RLOs
2.3.1. Overview
2.3.1.1. Introduction
2.3.1.2. Importance
2.3.1.3. Objectives
2.3.1.4. Prerequisites
2.3.1.5. Scenario
2.3.1.6. Topology
2.3.1.7. Outline
2.3.2. Summary
2.3.2.1. Review
2.3.2.2. Next Steps
2.3.2.3. Additional resources
2.3.3. Assessment
2.3.3.1. Pass or Fail Threshold
2.3.3.2. Number of Re-Takes
2.3.3.3. Weighted assessment items
2.4. Guidance for building RIOs
2.4.1. Practice items
2.4.2. Assessment items
2.4.3. Cognitive level
2.4.4. Concept
2.4.5. Facts
2.4.6. Procedure
2.4.6.1. Content items
2.4.6.1.1. 1. Introduction
2.4.6.1.2. 2. Facts
2.4.6.1.3. 3. Procedure Table
2.4.6.1.4. 4. Decision table
2.4.6.1.5. 5. Combined Table
2.4.6.1.6. 6. Demonstration
2.4.6.1.7. 7. Instructor Notes
2.4.6.2. Practice items
2.4.6.2.1. Use
2.4.6.2.2. Remeber
2.4.7. Process
2.4.8. Principle
3. Instructional design based on Behaviorism & Cognitivism
3.1. Components of instruction planning
3.1.1. Determining learning outcomes
3.1.2. Defining performance objectives
3.1.3. Deciding sequence of topics & lessons
3.2. Nature of instruction——Communication
3.2.1. Form
3.2.1.1. Verbal
3.2.1.2. Gesture
3.2.1.3. Picture
3.2.2. Aim
3.2.2.1. Not merely informing learners
3.2.2.2. Facilitating learning process
3.3. Structure of cognitive learning theory
3.3.1. Receptors
3.3.2. Sensory registers
3.3.3. Short-term memory
3.3.4. Long-term memory
3.3.5. Working memory
3.4. Learning process based on cognitive learning theory
3.4.1. 1. Attention
3.4.2. 2. Selective perception
3.4.3. 3. Rehearsal
3.4.4. 4. Semantic encoding
3.4.5. 5. Retrieval
3.4.6. 6. Response organization
3.4.7. 7. Feedback
3.5. Instruction events based on learning process
3.5.1. 1. Getting attention
3.5.2. 2. Informing learners of objective
3.5.3. 3. Stimulating recall of prerequisite learning
3.5.4. 4. Presenting the stimulus material
3.5.5. 5. Providing learning guidance
3.5.6. 6. Eliciting the performance
3.5.7. 7. Providing feedback about performance correctness
3.5.8. 8. Assessing the performance
3.5.9. 9. Enhancing retention and transfer
4. History of Instructional Media and Design
4.1. History of Instructional Media
4.1.1. Media Tools
4.1.1.1. School Museum
4.1.1.2. Visual Instruction Movement
4.1.1.2.1. Slide Projectors
4.1.1.2.2. Stereopticons
4.1.1.2.3. Motion Picture Projectors
4.1.1.3. Audiovisual Instruction Movement
4.1.1.3.1. Sound Motion Pictures
4.1.1.3.2. Radio
4.1.1.3.3. Training Films
4.1.1.4. Instructional Television
4.1.1.5. Computer
4.1.1.6. Personal Computer and Internet
4.1.2. Media Research
4.1.2.1. Researches on features of audiovisual instruction
4.1.2.2. Researches of learning principles
4.1.2.3. Efficiency comparison of learning via different media
4.1.2.4. Researches of communication theories
4.1.2.5. Terminology shifts
4.1.2.6. Current and future research scopes
4.1.2.6.1. Attributes of media
4.1.2.6.2. How media influence learning
4.1.2.6.3. Instructional methods
4.2. History of Instructional Design
4.2.1. 1940s
4.2.1.1. The origin of instructional design
4.2.1.1.1. Training material development
4.2.1.1.2. Trainees assessment and selection
4.2.2. 1950s
4.2.2.1. The programmed instruction movement
4.2.2.1.1. Learning content analysis
4.2.2.1.2. Learning steps devising
4.2.2.1.3. Learning result evaluation
4.2.3. 1960s
4.2.3.1. Behavior objective movement
4.2.3.1.1. Desired learning behavior description
4.2.3.1.2. Learning condition specification
4.2.3.1.3. Judgment standards establishment
4.2.3.2. Criteria-referenced testing movement
4.2.3.2.1. Purpose I: To assess student entry-level behavior
4.2.3.2.2. Purpose II: To determine students' performance after learning
4.2.3.3. Learning domains classification
4.2.3.3.1. verbal info
4.2.3.3.2. intellectual skill
4.2.3.3.3. psychomotor skill
4.2.3.3.4. attitude
4.2.3.3.5. cognitive strategy
4.2.3.4. Instructional events
4.2.3.5. Hierarchical analysis
4.2.3.6. Evaluation methods for educational material
4.2.3.6.1. Summative evaluation
4.2.3.6.2. Formative evaluation
4.2.4. 1970s
4.2.4.1. Increasing enthusiasm in systems approach
4.2.5. 1980s
4.2.5.1. Growth and redirection
4.2.5.1.1. Similar strong enthusiasm in systems approach
4.2.5.1.2. Researches on application of cognitive psychology
4.2.6. 1990s
4.2.6.1. Changing views and practice
4.2.6.1.1. Performance technology movement
4.2.6.1.2. Growing interests in Constructivism
4.2.6.1.3. Growth in the employment and development of e-performance support system
4.2.6.1.4. Widely usage of Rapid prototyping
4.2.6.1.5. Usage of Internet in distance learning
4.2.6.1.6. Knowledge management
5. Instructional design based on Constructivism
5.1. Constructivism
5.1.1. Understanding
5.1.2. Stimulus
5.1.3. Knowledge
5.2. Instructional principles derived from Constructivism
5.2.1. Specify learning goals
5.2.2. Align learning goals with learners' incentives
5.2.3. Design an authentic learning environment
5.2.4. Require students to develop learning processes
5.2.5. Provide support and scaffolding
5.2.6. Encourage idea testing
5.2.7. Include reflection in the learning process
6. Online learning
6.1. Advantages of tech-based education
6.1.1. Flexibility
6.1.2. Economy
6.1.3. Enhanced learning
6.2. Instructional forms of online learning materials
6.2.1. Information access
6.2.1.1. Definition
6.2.1.2. Examples
6.2.1.3. Advantages
6.2.1.3.1. Better information accessibility
6.2.1.3.2. Less printing
6.2.1.3.3. Faster information delivery
6.2.2. Interactive learning
6.2.2.1. Definition
6.2.2.2. Example
6.2.2.3. Advantages
6.2.2.3.1. Better capability of engaging learners
6.2.2.3.2. Encourage learners to make reflection or decisions
6.2.3. Networked learning
6.2.3.1. Definition
6.2.3.2. Examples
6.2.4. Materials development
6.2.4.1. Definition
6.2.4.2. Examples
6.3. Components of online learning settings
6.3.1. General
6.3.2. Lecture
6.3.3. Group discussion
6.3.4. Learning events
6.3.4.1. Computer-based activity
6.3.4.2. Hands-on acitivity
6.3.5. Communication
6.3.6. Self-study
6.3.7. Individual project
6.3.8. Group project
6.3.9. Testing
6.4. Learning outcomes
6.4.1. Initial knowledge
6.4.2. Advanced knowledge
6.4.3. Expertise
6.5. Understanding of lerning
6.5.1. Previous
6.5.1.1. Planned knowledge transmission
6.5.1.2. Sequenced instruction and learning
6.5.2. Current
6.5.2.1. Individually constructed knowledge
6.5.2.2. Ability of knowledge application and problem solving
6.5.2.3. Learning environment
6.5.2.3.1. Provide experience
6.5.2.3.2. Ownership of learning process
6.5.2.3.3. Exploration of errors
6.5.2.3.4. Holistic form of assessment
6.5.2.4. Electronic performance support system
6.5.2.4.1. Resources
6.5.2.4.2. Performance context
6.5.2.4.3. Tools
6.5.2.4.4. Scaffolding
6.6. Critical components of learning settings based on constructivism
6.6.1. Learning tasks
6.6.1.1. Active and engaging
6.6.1.2. cooperative and collaborative
6.6.2. Learning resources
6.6.2.1. Less strict or rigid
6.6.2.2. Diversified and authentic
6.6.3. Learning supports
6.6.3.1. With an active facilitator
6.6.3.2. Scaffolding
6.7. Instructional design approaches
6.7.1. Resource-based learning
6.7.2. Teacher-centered learning
6.7.3. Task-based learning
7. Complex learning
7.1. Complex learning
7.1.1. Mastering task-specific constituent skills
7.1.2. Integrate and coordinate among different separate skills
7.2. A proposed learning model (4C/ID)
7.2.1. Component 1: Learning tasks
7.2.1.1. Task classes
7.2.1.2. Learning support
7.2.1.2.1. Product-oriented support
7.2.1.2.2. Process-oriented support
7.2.2. Component 2: Supportive information
7.2.2.1. Mental modes
7.2.2.2. Cognitive stratagies
7.2.2.3. Cognitive feedback
7.2.3. Component 3: Just-in-time information
7.2.3.1. Information displays
7.2.3.2. Demonstrations and instances
7.2.3.3. Corrective feedback
7.2.4. Component 4: Part-task practice
7.2.4.1. Practice items
7.2.4.2. Just-in-time information for part-task practice
7.2.4.3. Overtraining
8. Web 2.0's Educational application
8.1. Read-Write Web
8.1.1. Definition
8.1.2. Examples
8.2. Subscribing to information
8.2.1. Definition
8.2.2. Example
8.2.3. Future Opportunity
8.3. Social spaces
8.3.1. Definition
8.3.2. Examples
8.3.3. Future Opportunity
8.4. The Internet as a platform
8.4.1. Definition
8.4.2. Examples
8.5. Open source
8.5.1. Definition
8.5.2. Examples
8.5.3. Future Opportunity 1
8.5.4. Future Opportunity 2
9. Multimedia learning
9.1. Learning style comparasion
9.1.1. Information delivery style
9.1.1.1. Learning is just adding new info to memory
9.1.2. Deep learning
9.1.2.1. Making sense of (understanding) the learning material
9.1.2.2. Learning that leads to problem-solving transfer
9.2. Multimedia instructional message
9.2.1. Words + Pictures
9.2.2. Aiming at fostering deep learning
9.3. Multimedia learning principles
9.3.1. Multimedia effect
9.3.2. Coherence effect
9.3.3. Spatial Contiguity effect
9.3.4. Personalization effect
10. Concept learning
10.1. Traditional perspective
10.1.1. Classification of the views
10.1.1.1. Classical view of concepts
10.1.1.1.1. Definition
10.1.1.1.2. Limitations
10.1.1.2. Prototype & probabilistic view of concepts
10.1.1.2.1. Definition
10.1.1.2.2. Limitations
10.1.1.3. Exemplar view of concepts
10.1.1.3.1. Definition
10.1.1.3.2. Limitations
10.1.2. Common Problems of the views
10.1.2.1. Limit people's knowledge about concepts
10.1.2.2. unable to account for concept in use
10.1.2.3. lack coherence
10.1.2.4. unable to account for varying functions of concepts
10.2. Revolutionary perspective
10.2.1. New view of concepts
10.2.1.1. Definition
10.2.1.1.1. When changes happen
10.2.1.1.2. What features changes have
10.2.1.2. Implication for concept learning & assessment design
10.2.1.2.1. Implication for instruction
10.2.1.2.2. Implication for assignment
10.2.1.2.3. Implication for assessment
11. Handheld devices' educational application
11.1. A proposed classification of educational applications on handheld devices by functionality
11.1.1. Administration
11.1.1.1. Function
11.1.1.2. Examples
11.1.1.3. Little pedagogy
11.1.2. Referential
11.1.2.1. Function
11.1.2.2. Examples
11.1.2.3. Instructional pedagogy
11.1.3. Interactive
11.1.3.1. Function
11.1.3.2. Examples
11.1.3.3. Instructional and Behaviorist pedagogy
11.1.4. Microwold
11.1.4.1. Function
11.1.4.2. Examples
11.1.4.3. Constructionist pedagogy
11.1.5. Collaborative
11.1.5.1. Function
11.1.5.2. Examples
11.1.5.3. Contextual, Constructionist, and Constructivist pedagogy
11.1.6. Location aware
11.1.6.1. Function
11.1.6.2. Examples
11.1.6.3. Constructivist and Contextual pedagogy
11.1.7. Data collection
11.1.7.1. Function
11.1.7.2. Examples
11.1.7.3. Little pedagogy
12. Collaborative learning supported by technology
12.1. Educational trend
12.1.1. Traditional instructional model
12.1.2. New instructional models
12.2. Collaborative learning supported by technology
12.2.1. Learner-centered view's guidance
12.2.1.1. Cognitive and Metacognitive factors
12.2.1.2. Motivational and Affective factors
12.2.1.3. Developmental and Social factors
12.2.1.3.1. Online dabate
12.2.1.3.2. Freedom to comment
12.2.1.3.3. Online query
12.2.1.3.4. In-time feedback and encouragement
12.2.1.4. Individual Difference
12.2.2. Constructivist view's guidance
12.2.2.1. Cognitive Constructivism
12.2.2.2. Social Constructivism
12.2.3. Socialcultural view's guidance
12.2.3.1. Mediation
12.2.3.2. Zone of proximal development
12.2.3.3. Internalization
12.2.3.4. Cognitive apprenticeship
12.2.3.4.1. Modeling
12.2.3.4.2. Coaching
12.2.3.4.3. Scaffolding and fading
12.2.3.4.4. Articulation
12.2.3.4.5. Reflection
12.2.3.4.6. Exploration
12.2.3.5. Assisted learning
12.2.3.5.1. Modeling
12.2.3.5.2. Feedback
12.2.3.5.3. Contingency management
12.2.3.5.4. Instructing
12.2.3.5.5. Cognitive structuring
12.2.3.5.6. Questioning
12.2.3.6. Teleapprenticeship
12.2.3.7. Scaffold learning
12.2.3.8. Intersubjectivity
12.2.3.9. Activity setting as unit of analysis
12.2.3.10. Distributed intelligence in a learning community
13. Problem based learning
13.1. Learning process of a proposed model
13.1.1. 1. Starting a new class
13.1.1.1. 1.1 Introduction
13.1.1.2. 1.2 Climate setting
13.1.2. 2. Starting a new problem
13.1.2.1. 2.1 Set the problem
13.1.2.2. 2.2 Bring the problem home
13.1.2.3. 2.3 Describe the product/performance required
13.1.2.4. 2.4 Assign tasks
13.1.2.5. 2.5 Reasoning through the problem
13.1.2.6. 2.6 Commitment as to outcome
13.1.2.7. 2.7 Learning issue shaing
13.1.2.8. 2.8 Resource identification
13.1.2.9. 2.9 Schedule follow-up
13.1.3. 3. Problem follow-up
13.1.3.1. 3.1 Resources used and their critique
13.1.3.2. 3.2 Reassess the problem
13.1.4. 4. Performance presentation
13.1.5. 5. After Conclusion of problem
13.1.5.1. 5.1 Knowledge abstraction and summary
13.1.5.2. 5.2 Self-evaluation
13.2. Critical features
13.2.1. Learning goals
13.2.2. Problem generation
13.2.3. Problem presentation
13.2.4. Facilitator role