Learning design and technology

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Learning design and technology by Mind Map: Learning design and technology

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