1. five types of design model
1.1. ADDIE
1.1.1. analysis
1.1.1.1. Assessment •Project plan •Goals
1.1.1.1.1. Define the problems
1.1.1.1.2. Determine possible solutions
1.1.1.1.3. dentify
1.1.2. design
1.1.2.1. •Audiences •Objectives •Task Analysis •Strategy •Prototypes
1.1.2.1.1. Detailed storyboards and prototypes
1.1.2.1.2. Instructional theory adopted
1.1.2.1.3. User-interface and content
1.1.3. development
1.1.3.1. • Outline Content • Select media • Select technology • Select delivery • Develop materials
1.1.3.1.1. Questionnaires
1.1.3.1.2. Web page
1.1.3.1.3. technology-based learning system
1.1.4. implementation
1.1.4.1. • Delivery • Experiment • Integration
1.1.4.1.1. Actual delivery of the instruction
1.1.4.1.2. Training procedure developed
1.1.5. evaluation
1.1.5.1. • Evaluation Plan • Testing • Reviews
1.1.5.1.1. Met the goal or objectives?
1.1.5.1.2. Formative evaluation – ongoing
1.1.5.1.3. Summative evaluation - final
1.2. Waterfall (couple of different types)
1.3. Kemp design model
1.4. ASSURE MODEL
1.4.1. Analyze learners State objectives Select methods, media and materials Utilize media and materials Require learner participation Evaluate and revise
1.5. Dick and Carey System Approach
2. learning design
2.1. describes the educational process, not just courseware but the whole teaching/learning experience
2.2. designing units of learning, learning activities or learning environment
2.2.1. web 2.0 tools
2.2.2. mobile learning
2.3. pedagogically informed learning activities which make effective use of appropriate tools and resources
2.4. formal description of a pedagogical scenario (also called educational script or storyboard)
2.5. why and focus?
2.5.1. why
2.5.1.1. Systematic
2.5.1.2. Documentation
2.5.1.3. Holistic
2.5.1.4. Cycle
2.5.2. focus
2.5.2.1. Analysis
2.5.2.2. Interactive and collaborative
2.5.2.3. Presentation
2.5.2.4. Feedback
2.6. lesson plan, online course ware, E learning strategies, learning management system
2.6.1. Shared work Collaboration Social Networking Beyond a single device
3. learning outcomes
3.1. Relate learning theories to different instructional design models
3.2. Recognize the importance of instructional design for development and delivery of technology-supported learning
3.3. Apply instructional design models to design and manage a learning product development
4. Instructional design model
4.1. effective way to develop learning
4.1.1. Change of the students skills
4.2. appropriate process
4.3. meet learning outcomes
4.3.1. •Needs for Technology- based learning products. •Complexity of the development •Change of the job opportunities
4.4. Documents of a design
4.5. advantages
4.5.1. Cost-effective
4.5.2. Promotes effective learning
4.6. disadvantages
4.6.1. Time-consuming to implement
4.7. E learning instructional design
4.7.1. Offers more opportunities
4.7.1.1. Individual participation Group discussions Sharing
4.7.2. Supports
4.7.2.1. Better access to learning materials
4.7.2.2. Multimedia and interactive environment
4.7.2.3. Encourage knowledge-sharing
4.7.3. group assignment/ plan your own project
4.7.3.1. analysis
4.7.3.1.1. Needs analysis
4.7.3.1.2. Audience analysis
4.7.3.1.3. Contextual Analysis
4.7.3.1.4. Content analysis
4.7.3.1.5. Delivery analysis
4.7.3.1.6. project plan
4.7.3.2. design
4.7.3.2.1. learning Objectives
4.7.3.2.2. Instructional strategy
4.7.3.2.3. Delivery strategy
4.7.3.2.4. Design evaluation
4.7.3.2.5. E learning tools
4.7.3.2.6. blended mode
5. designing learning envrionment
5.1. pedagogy
5.1.1. TPACK
5.1.1.1. sources:http://en.wikipedia.org/wiki/Technological_Pedagogical_Content_Knowledge
5.2. learning theories
5.2.1. Behavioral
5.2.1.1. Teacher as manipulator
5.2.1.2. Key theorists – Ivan Pavlov, John Watson, & B.F. Skinner
5.2.1.3. strengths
5.2.1.3.1. Teaching facts, simple procedures, and rules
5.2.1.4. weakness
5.2.1.4.1. No problem-solving skills
5.2.1.5. design of learning
5.2.1.5.1. Focuses on behavior and influence of the external environment
5.2.1.5.2. Students are passive
5.2.1.6. technology support
5.2.1.6.1. online test/ exam
5.2.2. Cognitivism
5.2.2.1. Information processes
5.2.2.1.1. Attention Encoding Retrieval
5.2.2.2. Mental representation
5.2.2.3. How we think
5.2.2.4. design of learning
5.2.2.4.1. Focus on internal knowledge structure, short-term and long-term memory
5.2.2.4.2. More active than passive
5.2.2.5. strengths
5.2.2.5.1. Skill transfer
5.2.2.6. weakness
5.2.2.6.1. Creates uniform behaviors
5.2.2.7. role of teachers
5.2.2.7.1. Organize new information
5.2.2.7.2. Link new information to existing information
5.2.2.7.3. techniques
5.2.2.8. technology support
5.2.2.8.1. Flashcards, memory game
5.2.2.8.2. multimedia learning
5.2.3. Constructivism
5.2.3.1. Knowledge produced by the learner
5.2.3.2. learners discover rules and concepts during problem-solving
5.2.3.3. Knowledge construction active process
5.2.3.4. Learner: producer of information
5.2.3.5. Uniqueness
5.2.3.6. strength
5.2.3.6.1. Supports development of metacognitive skills
5.2.3.7. weakness
5.2.3.7.1. Inefficient to teach: Recall of facts, memorization
5.2.3.8. design of learning
5.2.3.8.1. Simulated problem-solving
5.2.3.8.2. Collaborative problem-solving
5.2.3.8.3. Collaborative
5.2.3.9. teachers roles
5.2.3.9.1. Facilitator and supportive partner
5.2.3.9.2. Encourage the learner to explore the given framework
5.2.3.10. technology support
5.2.3.10.1. Group PowerPoint presentation and online discussion
5.3. technology
5.3.1. the role of technology in education
5.3.1.1. Information Gathering
5.3.1.1.1. http://lekima.hubpages.com/hub/the-role-of-technology-in-education
5.3.1.2. adsorb thе material
5.3.1.3. Software саn bе uѕеd tо supplement class curriculum
5.3.1.4. teaching effective
5.3.2. web 2.0 tools
5.3.2.1. Activeworld
5.3.2.2. second life
5.3.2.3. Edmodo
5.3.2.4. Scratch
5.3.2.5. Sources: http://en.wikipedia.org/wiki/Web_2.0
5.3.2.6. Web as a platform
5.3.2.6.1. control of information
5.3.2.6.2. application in support of research activities
5.3.2.6.3. Google
5.3.2.6.4. Airset
5.3.2.6.5. open sources
5.3.2.7. Web as a point of presence
5.3.2.7.1. Blogs and Wikies
5.3.2.7.2. Mashups and Open Source
5.3.2.7.3. Social Networking
5.3.2.8. Wikipedia
5.3.2.9. social bookmarking
5.3.2.10. Social Repositories
5.3.2.10.1. youtube
5.3.2.11. RSS Feeds and Aggregators
5.3.2.11.1. provide an updated list of content from a site
5.3.2.12. Podcasting
5.3.2.13. Social Networking
5.3.2.13.1. facebook
5.3.2.13.2. ebay
5.3.2.14. mobile web 2.0 tools
5.3.2.14.1. icloud
5.4. instructional theories
5.4.1. Elaboration
5.4.1.1. Instruction should be organized in increasing order of complexity for optimal learning
5.4.1.2. using model which includes motivators, analogies, summaries and syntheses
5.4.2. conversation G&Pask
5.4.2.1. Learning occurs through conversations about a subject matter which serve to make knowledge explicit
5.4.2.1.1. attachment reading notes: Theories sought to incorporate individual differences into the instructional design process, leading to the extensive use of pretests and formative evaluation procedures. Sequencing still played a vital role, but its direction was somewhat altered as instructional theorists sought to develop sequences that corresponded most closely with the learner's individual cognitive growth (Snow, 1997).
5.4.2.2. Apply instructional design models to design and manage a learning product development
5.4.3. Situated learning J& Lave
5.4.3.1. Embedded within activity, context and culture
5.4.3.2. Applied in the context of technology-based learning activities for schools that focus on problem-solving skills (Cognition & Technology Group at Vanderbilt, 9931)
5.4.3.2.1. attachment reading notes:several of the leading figures in the early development of instructional theory (e.g., Robert Gagné, Leslie Briggs, and Robert Glaser) were also proponents of programmed instruction and later in varying degrees moved away from the behavioral paradigm to cognitive theory. Instructional theory should be linked to learning theory. It must use the wealth of research in learning and cognition.
5.4.4. Gagne's Nine Events of Instruction
5.4.4.1. A framework for planning and delivering learning materials and activities
5.4.4.1.1. getting started
5.4.4.1.2. delivering
5.4.4.1.3. Checking comprehension
5.4.4.1.4. Taking it to the next level
5.4.5. Bloom's taxonomy
5.4.5.1. A classification of learning objectives and goals
5.4.5.2. Three domains: Cognitive, Affective and Psychomotor
5.4.5.2.1. cognitive
5.4.5.3. Focus on these three domains: lead to a more holistic form of education
5.4.5.4. Digital Bloom's taxonomy
5.5. Instructional design
5.5.1. creative pattern or a rational, logical, sequential process
5.5.2. a set of events that facilitate learning
5.5.3. is the practice of arranging content and media to help transfer knowledge between teachers and learners
5.5.4. systematic and reflective process of translating principles of learning and instruction into plans for instructional materials, activities, information resources, and evaluation (Smith and Ragan, 1999)
5.5.5. ROLE
5.5.5.1. Identify problem Determine the goals and objectives Define the needs of learners Develop strategies Assess learning outcomes Evaluate learning process
5.5.5.1.1. attachment reading notes:The instructional design field was seen as an attempt to develop a single, ideal instructional theory based in systems theory that would specify teacher characteristics, classification and evaluation procedures, and means to modify the design systems being tested. Much of the early work in the ID (instructional development) field was directed at the establishment of taxonomies for classifying learning objectives and codifying the interactions between the various classifications instructional research continued to be based on behaviorist learning models and theories. an important component of instructional design theory is the analysis of the information-to-be-learned.
5.5.6. benefits for educational
5.5.6.1. Promotion of active learning
5.5.6.2. Well-designed learning materials or events
5.5.6.2.1. attachment reading notes: Future trend Learner-Centered Quantitative and Qualitative Research Meta-Theories
5.5.6.3. Activity-oriented, project-based, student-centered instruction
5.5.7. people in instructional design process
5.5.7.1. Project manager
5.5.7.2. Instructional Designer
5.5.7.3. Facilitator
5.5.7.4. Subject matter Expert
5.5.7.5. Developer
5.5.7.6. Graphic Designer
5.5.7.7. Evaluator