MITE 6330 individual mind map - Lau Hok Kan

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1. Reference

1.1. 1. Reiser, R. A. (2001). A history of instructional design and technology: Part I: A history of instructional media. ETR&D, 49(1), 53-64 2. Reiser, R. A. (2001). A history of instructional design and technology: Part II: A history of instructional design. ETR&D, 49(2), 57-67. 3. Robert D. Tennyson. Historical Reflection on Learning Theories and Instructional Design. University of Minnesota, United States 4. John Sweller, Jeroen J. G. van Merrienboer,and Fred G. W. C. Paas. Cognitive Architecture and Instructional Design ,252-270. 5. Marcy P. Driscoll, Psychology of learning for instruction,341-373 6. Gregory McLeod, Learning Theory and Instructional Design,35-42 7. Patricia l. Smith and Tillman J. Ragan, Instructional Design, 2-11 8. Merrill, M. D., Li, Z., & Jones, M. K. (1990). Second generation instructional design (ID2). Educational Technology, 30(2), 7-14. 9. Web:2.0 cool tools for shcools http://cooltoolsforschools.wikispaces.com/

2. Learning Theories

2.1. Behaviourism

2.1.1. Concepts

2.1.1.1. A model to decide which behaviour need to reinforce and keep reforming it to goal behaviour and maintain it.

2.1.1.2. Drill and practice

2.1.1.3. Focus on observable cause and effect relationship

2.1.1.3.1. Student learn from stimuli and repose

2.1.1.3.2. Teacher give feed backs

2.1.1.4. Learning is interactive

2.1.2. Application of Web 2.0

2.1.2.1. Voki

2.1.2.1.1. Teacher may act as a cartoon character and conduct and conduct lesson online.

2.1.2.1.2. Teacher may select online exercises for students to work on.

2.1.2.1.3. Encouragement will be given if the questions are answered correctly.

2.1.3. Criticism

2.1.3.1. Only consider the use of reinforcement and punishment.

2.1.3.2. Mind thinking and process are not important.

2.1.3.3. Some learning are not behaviouristic

2.2. Cognitivism

2.2.1. Concepts

2.2.1.1. Through interaction and self cognition development to acquire knowlegde.

2.2.1.2. Learner should know how to use efficiency way to processing information.

2.2.1.3. Knowledge is a schematic or mental construct.

2.2.1.4. Memory is the result for learning including short-term and long-term memory.

2.2.1.5. Learning is active changes by learner.

2.2.2. Application of Web 2.0

2.2.2.1. PBS kids computer games

2.2.2.1.1. Games focus on stimulating learner's senses

2.2.2.1.2. Engaging learner in various tasks

2.2.2.1.3. Memorise new material

2.2.3. Criticism

2.2.3.1. Knowledge is absolute

2.2.3.2. Mind is only an information processed

2.2.3.3. Something's are naturally non-computable.

2.3. Construtivism

2.3.1. Concepts

2.3.1.1. Experiential learning through real life experience to construct and conditionalize knowledge.

2.3.1.2. Learner is an information constructor.

2.3.1.3. New information is linked to prior knowledge.

2.3.1.4. Knowledge is not received passively.

2.3.2. Application of Web 2.0

2.3.2.1. WebQuest

2.3.2.1.1. Teacher can design a range of activities for students base on a discussion topic.

2.3.2.1.2. Students may find more information, enrich their knowledge or change their original concept by following activities.

2.3.2.2. VoiceThread

2.3.2.2.1. Teacher can initialise a topic.

2.3.2.2.2. Students can share their views by posting pictures , drawing , video or sound track.

2.3.2.2.3. By continuous discussion, students may understand a topic at a deeper level.

2.3.3. Criticism

2.3.3.1. The learning outcomes are unexpected and unpredictable

2.3.3.2. Too subjective

2.3.3.3. Time consuming

2.3.3.4. Learner must be a great self-learning to manage his study.

2.3.3.5. Inefficient

3. Technology

3.1. Web 2.0 learning

3.1.1. Why Web 2.0 ?

3.1.1.1. Ways of creating, collaborating, editing and sharing online

3.1.1.1.1. Presentation tools

3.1.1.1.2. Video tools

3.1.1.1.3. Mobile tools

3.1.1.1.4. Community tools

3.1.1.1.5. Related links

3.1.2. Blog

3.1.2.1. A web-based publication

3.1.2.2. Blog tools

3.1.2.3. Digital story telling

3.1.2.4. Multimedia sharing

3.1.3. Wiki

3.1.3.1. Wikipedia is one of the most popular website

3.1.3.2. Tones of articles

3.1.4. Podcasting

3.1.4.1. RSS or Atom syndication formats

3.1.5. Social Networking

3.1.5.1. Facebook

3.1.5.2. Edmodo

3.1.5.3. eBay

3.1.6. Mobile

3.1.6.1. Apps for iPad and iPhone

3.1.6.2. Apps for android platform

3.2. Educational application of Web 2.0

3.2.1. What is Web 2.0

3.2.1.1. Read-Write Web

3.2.1.1.1. Blog

3.2.1.1.2. Wiki

3.2.1.1.3. Facebook

3.2.1.1.4. YouTube

3.2.1.2. Working platform

3.2.1.2.1. Google Docs

3.2.1.2.2. Google Slide

3.2.1.3. Internet spaces

3.2.1.3.1. My space

3.2.1.3.2. Dropbox

3.2.1.3.3. Google drive

3.2.1.4. Open source

3.2.1.4.1. Wikipedia

3.2.2. Teacher reflection

3.2.2.1. Improve teaching efficiency

3.2.2.2. Draw student's attention easily

3.2.2.3. Provide reflection to address emerging issues relevant to students' learning

3.2.3. Education and Web 2.0

3.2.3.1. Digits portfolios

3.2.3.2. Interactive learning space

3.2.3.3. Resource sharing

3.2.3.4. Feedback and comment

3.2.4. Blog-based activities

3.2.4.1. Read other group's blog

3.2.4.2. Write reviews

3.2.4.3. Feedback received

3.2.5. Evaluation

3.2.5.1. Collect data easily by doing survey

3.2.5.2. Peer evaluation enhance learning

4. Instructional design

4.1. Concept

4.1.1. Definition

4.1.1.1. A systematic process that developing a program in a consistent and reliable fashion

4.1.2. Kinds

4.1.2.1. Commercial environment product

4.1.2.2. Educational product

4.1.3. Development

4.1.3.1. Outsourcing

4.1.3.2. In house

4.1.3.3. Existing solution

4.1.4. Target

4.1.4.1. Book publishing industry

4.1.4.2. Film industry

4.1.4.3. Software industry

4.2. Model

4.2.1. Stages of ID development

4.2.1.1. Analysis

4.2.1.2. Design

4.2.1.3. Development

4.2.1.4. Implementation

4.2.1.5. Evaluation

4.2.2. 4C model

4.2.2.1. Learning tasks

4.2.2.2. Supportive information

4.2.2.3. JIT information

4.2.2.4. Part-task practice

4.2.3. Various instructional design

4.2.3.1. Resource-based learning

4.2.3.2. Teacher-centred learning

4.2.3.3. Task-based learning

4.2.4. Analysis

4.2.4.1. What is an analysis

4.2.4.1.1. The systematic study of a problem from varied sources

4.2.4.2. Terget

4.2.4.2.1. School

4.2.4.2.2. Company

4.2.4.2.3. Government department

4.2.4.2.4. Organisation

4.2.4.3. Ways to conduct analysis

4.2.4.3.1. Interviews

4.2.4.3.2. Surveys

4.2.4.3.3. Observation

4.2.4.3.4. Focus group

4.2.4.3.5. Documentation

4.2.4.4. Kinds of analysis

4.2.4.4.1. Environmental analysis

4.2.4.4.2. System analysis

4.2.4.4.3. Audience analysis

4.2.4.4.4. Content analysis

4.2.4.4.5. Feasibility analysis

4.2.4.4.6. Risk analysis

4.3. Discussion

4.3.1. Learning theory

4.3.1.1. Behaviorism

4.3.1.2. Conginitivism

4.3.1.3. Constructivism

4.3.2. The best instructional design

4.3.2.1. Diffident design for diffident purpose

4.3.2.2. Can not define the best design

4.3.2.3. Model is a representation of actual occurrences

4.3.3. Experience

4.3.3.1. Motivate learner's to change their behavior

4.3.3.1.1. Student would like to learn by their own

4.3.3.2. Greater flexibility

4.3.3.2.1. Student may do the drill in their spare time online

4.3.3.2.2. Save "class time"

4.3.3.3. Increase interaction with classmate

4.3.3.3.1. Student would like to leave comment and feedback online