1. 1. Design of Learning/Instructional Technology Product
1.1. Learning outcomes
1.1.1. What is Instructional Design?
1.1.1.1. Definition
1.1.1.1.1. Instructional Design is defined as “a systematic process that is employed to develop education and training programs in a consistent and reliable fashion” (Reiser & Dempsey, 2007).
1.1.1.2. Kinds of ID/LT products
1.1.1.2.1. Products in Commercial Environment
1.1.1.2.2. Products in Educational Institution
1.1.1.3. Context for products design and development
1.1.1.3.1. Outsourcing
1.1.1.3.2. In-House
1.1.1.3.3. Buy Exiting Product/Solution
1.1.1.4. Where needs ID/LT Products
1.1.1.4.1. Book Publishing Industry
1.1.1.4.2. Film Industry
1.1.1.4.3. Software Industry
1.1.2. Project Development Stages
1.1.2.1. Analysis
1.1.2.2. Design
1.1.2.3. Development
1.1.2.4. Implementation
1.1.2.5. Evaluation
1.1.3. Kinds of products we design
1.1.3.1. E-learning
1.1.3.2. Multimedia Packages
1.1.3.3. Educational Digital Video
1.1.3.4. Educational Websites
1.1.3.5. Blended Learning Packages
1.1.3.6. Assessment Systems
1.1.3.7. Learning Objects
1.1.3.8. Educational games
1.1.3.9. Educational Electronic Devices
1.1.3.10. Podcast, iTunesU, E-books
1.1.4. Project Development Team
1.1.4.1. Project manager
1.1.4.2. Instructional designer
1.1.4.3. Interface designer
1.1.4.4. Multimedia designer
1.1.4.5. Programmer
1.1.4.6. Others -- writer, video producer, sound engineer, narrator, voice artist, composer, graphics artist, 3-d modeler
1.2. Relevant reading
1.2.1. Paper 1
1.2.1.1. Reiser, R. A. (2001). A history of instructional design and technology: Part I: A history of instructional media.
1.2.1.1.1. Instructional Design and Technology
1.2.1.1.2. History of Instructional Media
1.2.2. Paper 2
1.2.2.1. Reiser, R. A. (2001). A history of instructional design and technology: Part II: A history of instructional design.
1.2.2.1.1. History of Instructional Design
1.2.2.1.2. Early Instructional Design Models
1.2.3. Open Courseware
1.3. Reflection
2. 2. Learning Models and Analysis Stages
2.1. Learning outcomes
2.1.1. Instructional Design Models
2.1.1.1. Liner Model by Dick & Carey (1990)
2.1.1.2. Spiral Model by Romiszowski (1981)
2.1.1.3. Rapid Prototype Model by Tripp & Bichelmeyer (1990)
2.1.1.4. Oval Model by Kemp (1985)
2.1.1.5. Top-to-Bottom Model by Braden (1996)
2.1.2. Learning Theories and ID
2.1.2.1. Learning Theories
2.1.2.1.1. Behaviorism
2.1.2.1.2. Cognivitism
2.1.2.1.3. Constructivism
2.1.2.2. Learning from Technology Instructivist Models
2.1.2.3. Learning with Technology Constructivist Models
2.1.3. Analysis of LT/ID Project
2.1.3.1. Who wants a LT Product?
2.1.3.2. What is an Analysis Stage?
2.1.3.3. Initial Meeting with a Client
2.1.3.4. How to conduct Analysis?
2.1.3.5. Components of Analysis
2.1.3.5.1. Environment Analysis
2.1.3.5.2. System Analysis
2.1.3.5.3. Audience Analysis
2.1.3.5.4. Content Analysis
2.1.3.5.5. Feasibility Analysis
2.1.3.5.6. Risk Analysis
2.1.3.5.7. Some other relevant issues
2.1.3.6. Group Work of ID Product Analysis
2.1.4. Project Proposal
2.1.4.1. Writing A Project Proposal
2.1.4.2. Group Work of ID Product Proposal
2.2. Relevant reading
2.2.1. Paper 1
2.2.1.1. Instructional Design & Learning Theory (Brenda Mergel, 1998)
2.2.1.1.1. Learning Theories
2.2.1.1.2. Comparing the development of learning theories to the development of the atomic theory
2.2.1.1.3. Learning Theories - Some Strengths and Weaknesses
2.2.1.1.4. Instructional strategies matched with learning theories (Ertmer P. & Newby, T., 1993)
2.2.2. Paper 2
2.2.2.1. Gagne's Nine Events of Instruction
2.2.2.1.1. The Nature of Instruction
2.2.2.1.2. Self-Instruction and the Self-Learner
2.2.2.1.3. Instruction and Learning
2.2.3. Paper 3
2.2.3.1. Cisco Systems Reusable Information Object Strategy (Chuck Barritt, & Deborah Lewis, & Wayne Wieseler, 1999)
2.2.3.1.1. What is the RIO strategy?
2.2.3.1.2. Why are RIOs Important to Cisco
2.2.3.1.3. RLO-RIO Structure
2.2.3.1.4. RIO Creation Process
2.2.3.1.5. Guidelines for Building the RLO
2.2.3.1.6. Guidelines for Building RIOs
2.3. Reflection
3. 3-4. Designing stage of product
3.1. Learning outcomes
3.1.1. Design Stages 1
3.1.1.1. Define a goal(s)
3.1.1.2. Task Analysis
3.1.1.2.1. Analysis of job description
3.1.1.2.2. Analysis of job-related documents
3.1.1.2.3. Observation of people at work, directly or via recording
3.1.1.2.4. Discussion with people about specific jobs
3.1.1.2.5. Extrapolation of tasks from a customer's stated training nedds
3.1.1.3. Analyze Learners and Context
3.1.1.3.1. Group Work of Questionnaire
3.1.1.4. Write Performance/Learning Objectives
3.1.1.4.1. Group Work of Learning Object
3.1.1.4.2. Bloom's Taxonomy of Learning Domains (1956)
3.1.1.4.3. Knowledge and Skills
3.1.1.5. Develop Assessment Strategy
3.1.1.5.1. Drill and Practice -- Multiple Choice, True False, Fill in the Blank, Short Answer, Drag and Drop
3.1.1.5.2. Essays
3.1.1.5.3. Problem Sovling
3.1.1.5.4. Tasks
3.1.1.5.5. Group Work of Assessment
3.1.1.6. Develop Instructional Strategy
3.1.1.6.1. CISCO RLO Strategy
3.1.1.6.2. Constructing an Instructing Product (CISCO)
3.1.1.7. Arrange Instructional Events
3.1.1.7.1. Events of Instruction -- Gagne, Briggs and Wager (1992)
3.1.2. Design Stage 2
3.1.2.1. Develop a set of flowcharts
3.1.2.1.1. Flowchart Example
3.1.2.1.2. Group Work of Flowchart
3.1.2.1.3. Types of Flowchart
3.1.2.2. Develop Storyboards
3.1.2.2.1. Storyboard template
3.1.2.2.2. Storyboard example: Numbers Around the Globe, BF-TV Channel. Story artist: Fernando Yache
3.1.2.2.3. Group Work of Storyboard
3.1.2.2.4. Storyboard Evaluation
3.1.2.2.5. Project Specification
3.2. Relevant reading
3.2.1. Paper 1
3.2.1.1. The promise of multimedia learning: using the same instructional design methods across different media (Richard E. Mayer)
3.2.1.1.1. What is the promise of multimedia learning?
3.2.1.1.2. What is a multimedia instructional message?
3.2.1.1.3. How does multimedia learning work?
3.2.1.1.4. Methods work across media
3.2.2. Paper 2
3.2.2.1. Blueprints for Complex Learning: The 4C/ID-Model (Jeroen J. G. van Merriënboer & Richard E. Clark & Marcel B. M. de Croock)
3.2.2.1.1. Four Blueprint Components
3.2.2.1.2. Complex learning
3.2.3. Paper 3
3.2.3.1. Instructional Theory and Technology for the New Paradigm of Education (Charles M. Reigeluth)
3.2.3.1.1. Universal Methods of Instruction
3.2.3.1.2. Situational Methods of Instruction
3.2.3.1.3. Core Ideas for the Post-industrial Paradigm of Instruction
3.2.3.1.4. Task-Based Instruction
3.2.3.1.5. Key Roles in the Post-industrial Paradigm of Instruction
3.2.4. Paper 4
3.2.4.1. Problem Based Learning (PBL): An instructional model and its constructivist framework (John R. Savery and Thomas M. Duffy)
3.2.4.1.1. Constructivism
3.2.4.1.2. Instructional Principles
3.2.4.1.3. Problem-Based Learning
3.2.5. Cool Infographics Design
3.3. Reflection
4. 5. Development stage of product
4.1. Learning outcomes
4.1.1. Multimedia Learning Theory (Mayer, 2003)
4.1.1.1. Multimedia priciple
4.1.1.1.1. Visul
4.1.1.1.2. Verbal
4.1.1.2. Split- attention principle
4.1.1.2.1. Words
4.1.1.2.2. Pictures
4.1.1.3. Redundancy principle
4.1.1.4. Modality principle
4.1.1.5. Segmenting principle
4.1.1.6. Pre-training principle
4.1.1.7. Coherence
4.1.1.8. Signaling
4.1.2. The Four-Component Instructional Design Model -- 4C/ID-Model(van Merroenboer. Clark. & Croock. 2002)
4.1.2.1. Learning tasks
4.1.2.2. Supportive information
4.1.2.3. Procedural information
4.1.2.4. Pre-task practice
4.1.3. Models of Learning by Doing
4.1.3.1. Learning by Doing/Case-based Reasoning (Schank, Berman, & Macphersoon, 1999)
4.1.3.1.1. Essential components of learning environment
4.1.3.2. Learning Cycle (Kolb)http://www.ldu.leeds.ac.uk/ldu/sddu_multimedia/kolb/static_version.php
4.1.3.3. Learning by Doing (Dufour)
4.1.3.4. Resource-based learning (Churchill, 2006; Oliver & Herrington, 2001; Hill & Hannafin, 2001)
4.1.3.4.1. Four key components of a learning environment
4.1.3.5. Constructivist Learning Environment (Jonassen, 1996)
4.1.3.5.1. Problems of Central to the design of a constructivist learning environemtn (Jonassen, 2000)
4.1.4. Courseware Design
4.1.4.1. Opening
4.1.4.2. Content Presentation
4.1.4.3. Programmed Instructions
4.1.4.4. Quiz/Test
4.1.4.5. Quiz/Test (Cont.)
4.1.4.6. Record of Results
4.2. Relavant reading
4.2.1. Teaching and learning online: a beginner’s guide to e-learning and e-teaching in higher education (Ron Oliver & Jan Herrington)
4.2.1.1. Online Learning
4.2.1.1.1. Reasons sit behind of technology-based education
4.2.1.1.2. Materials for online learning
4.2.1.1.3. Framework for online learning settings
4.2.1.1.4. Instructional forms and learning
4.2.1.1.5. Learning as knowledge construction
4.2.1.1.6. Instructional Design for Web-based learning
4.2.1.1.7. Designing online settings that support knowledge construction
4.2.1.2. Learning Tasks
4.2.1.2.1. Approaches of teaching design
4.2.1.2.2. Task-based learning
4.2.1.2.3. Planning learning tasks
4.2.1.3. Learning Resources
4.2.1.3.1. Creating text for online presentation
4.2.1.3.2. Making use of the media
4.2.1.3.3. Interactive learning resources
4.2.1.4. Learning Supports
4.2.1.4.1. Online learning support strategies
4.2.1.4.2. Supporting self-regulated learning
4.2.1.4.3. Social construction of knowledge
4.2.1.4.4. Learning scaffolds
4.2.1.5. Learning Design
4.2.1.5.1. Situated Learning
4.2.1.5.2. Problem-based learning (PBL)
4.2.1.5.3. Case-based learning (CBL)
4.2.1.5.4. Project-based learning
4.2.1.5.5. Inquiry-based learning
4.2.1.5.6. Role-playing & simulations
4.2.1.6. Design and Development Strategies
4.2.1.6.1. Settings of strategies and activities
4.2.1.6.2. Learning Objects
4.2.1.6.3. Accessibility
4.2.1.6.4. Metadata
4.2.1.6.5. Organisation strategies for online learning sites
4.2.1.6.6. Evaluating online learning settings
4.2.2. Storyboard Design
4.3. Reflection
5. 6. Developing and evaluating a prototype
5.1. Learning outcomes
5.1.1. Prototype
5.1.1.1. Interface Design
5.1.1.1.1. Layout
5.1.1.1.2. Size of display area
5.1.1.1.3. Resolution
5.1.1.1.4. Color
5.1.1.2. Interaction Design
5.1.1.2.1. Bottoms
5.1.1.2.2. Hot-spot areas
5.1.1.2.3. Clickable objects
5.1.1.2.4. Key press and shortcuts
5.1.1.2.5. Pull-down menus
5.1.1.2.6. Text entry
5.1.1.2.7. Drag&drop
5.1.1.2.8. Sliders, Dialer
5.1.1.2.9. Check boxes, Radio boxes, Lists
5.1.1.2.10. Haptic devices
5.1.1.3. Presentation Design
5.1.1.3.1. Information design
5.1.1.3.2. General treatments
5.1.1.3.3. Media design
5.1.1.3.4. Typography
5.1.1.4. Evaluation
5.1.1.4.1. Client evaluation
5.1.1.4.2. Real users evaluaiton
5.1.1.4.3. Design team evaluation
5.1.1.4.4. Development team evaluation
5.1.1.5. Group Work of Prototype
5.2. Relevant reading
5.2.1. Paper 1
5.2.1.1. Searching for Learner-Centered, Constructivist, and Sociocultural Components of Collaborative Educational Learning Tools Bonk, C. J., & Cunningham, D. J. (1998).
5.2.1.1.1. Theoretical Perspectives on Collaborative Learning Tools
5.2.2. Paper 2
5.2.2.1. On the Role of Concepts in Learning and Instructional Design (David H. Jonassen)
5.2.2.1.1. Concept of Concepts
5.2.2.1.2. Similarity View of Concepts
5.2.2.1.3. Problems with SImilarity view of concepts
5.2.2.1.4. Other views of concept
5.2.2.1.5. Concepts and Conceptual Change
5.2.3. Making a prototype
6. 7. Social web/Web 2.0
6.1. Learning outcoems
6.1.1. What is web 2.0?
6.1.1.1. User control of information
6.1.1.2. New forms of expression
6.1.1.3. Web as a point of presence
6.1.1.4. Internet-mediated social/collective activities
6.1.1.5. Web as platform
6.1.1.6. Rich user experience
6.1.1.7. Some speak of media revolution
6.1.2. Blogs and Wikies
6.1.2.1. Blogs (Blog, blogging, blogger, blogsphere)
6.1.2.1.1. Blog Tools
6.1.2.1.2. New Forms of Expression
6.1.2.2. Wikies
6.1.2.2.1. Wikipedia
6.1.2.2.2. Wiki Tools
6.1.3. Social Bookmarking and Social Repositories
6.1.3.1. Social Bookmarking
6.1.3.1.1. what can social bookmarking do?
6.1.3.2. Social Repositories
6.1.3.2.1. Repository 2.0: Social Dynamics to Support Community building in Learning Object Repository
6.1.4. RSS Feeds and Podcasting
6.1.4.1. RSS Feeds and Aggregators
6.1.4.1.1. RSS Feeds: provide an updated list of content from a site
6.1.4.1.2. Aggregator: can subscribe to a feed, check for new content at user-determined intervals, and retrieve the content
6.1.4.2. Podcasting
6.1.4.2.1. Method of distributing audio programs or video over the Internet for playback on mobile devices and personal computers
6.1.4.2.2. Podcasts are distributed using either the RSS or Atom syndication formats.
6.1.5. "Web as a platform" applications
6.1.5.1. ZOHO
6.1.5.2. Google Docs
6.1.6. Mashups and Open Source
6.1.6.1. Open Sources
6.1.6.1.1. Syndications, design for hackability and remixability
6.1.6.1.2. Systems that gets better when more people are using it (and improving it)
6.1.6.2. Mashups
6.1.6.2.1. Top APIs for Mashups
6.1.7. Social Networking
6.1.7.1. facebook
6.1.7.2. ebay
6.1.8. Mobile Web 2.0
6.1.8.1. User generated content
6.1.8.2. Collaboration
6.1.8.3. Social Networking
6.1.8.4. Beyond a single device
6.2. Relevant reading
6.2.1. Paper 1
6.2.1.1. Web 2.0 and possibilities for educational applications (Churchill, D. 2007)
6.2.1.1.1. What is web 2.0?
6.2.1.1.2. The Wide Spread of Web 2.0
6.2.1.1.3. Education and Web 2.0
6.2.2. Paper 2
6.2.2.1. Designing collaborative, constructionist and contextual applications for handheld devices (Patten, B., Sánchez, I. A., & Tangney, B. 2006)
6.2.2.1.1. Functionality framework
6.2.2.1.2. Pedagogical underpinning
6.2.2.1.3. Collaborative, constructionist and contextual applications
6.2.3. Web 2.0 Tools in Classroom
6.2.3.1. The 35 Best Web 2.0 Classroom Tools Chosen By You