1. Introduction of ID
1.1. Content
1.1.1. Instructional designer
1.1.1.1. Goal
1.1.1.1.1. Create instructional materials
1.1.1.2. Tools
1.1.1.2.1. Abstract tools
1.1.1.2.2. Physical Tools
1.1.1.3. work
1.1.1.3.1. E-learning specialists
1.1.1.3.2. Learning engineer
1.1.1.3.3. Instructional technologist
1.1.1.4. Context
1.1.1.4.1. Organizational goals
1.1.1.4.2. Rules and policies
1.1.1.4.3. Divisions of labor
1.1.1.4.4. Community
1.1.1.5. Instructional materials
1.1.1.5.1. Blended learning
1.1.1.5.2. Learning/Teaching with technology
1.1.1.5.3. computer-based training package
1.1.1.5.4. educational multimedia package
1.1.1.5.5. e-learning module
1.1.1.5.6. m-learning module
1.1.1.5.7. educational e-book, educational game device
1.1.1.6. related people
1.1.1.6.1. SME
1.1.1.6.2. Project manager
1.1.2. Instruction Design
1.1.2.1. What is ID
1.1.2.1.1. Components
1.1.2.2. ADDIE model
1.1.2.2.1. Analysis
1.1.2.2.2. Design
1.1.2.2.3. Development
1.1.2.2.4. Implementation
1.1.2.2.5. Evaluation
1.1.3. useful tools
1.1.3.1. Web 2.0
1.1.3.1.1. User control of information
1.1.3.1.2. New forms of expression
1.1.3.1.3. Web as a point of presence
1.1.3.1.4. Internet-mediated social/collective activities
1.1.3.1.5. Web as a platform
1.1.3.1.6. Rich user experiences
1.1.3.1.7. Some speak of media revolution – “we the media” (Dan Gillmor), “voice of crowds”, increased democratization and new citizenship
1.1.3.2. Podcasting & youtube
1.1.3.3. Social Networking
1.1.3.4. Open source
1.1.3.5. Top Application programming interface (API)s for mashups
1.1.3.6. Mobile web 2.0
1.1.3.7. icloud
1.2. Additional resources
1.2.1. basic assumptions about ID
1.2.1.1. adopt the assumption
1.2.1.1.1. aimed at aid process of learning rather than the process of teaching
1.2.1.1.2. aimed at "intentional" learning as opposed to incidental" learning
1.2.1.2. learning is a complex process
1.2.1.2.1. John Carroll (1963)'s Model of School Learning
1.2.1.3. ID models can be applied at many levels
1.2.1.4. design is an iterative process
1.2.1.5. ID itself is a process consisting of a number of identifiable and related subprocesses
1.3. Reflections
1.3.1. reflections about mobile web2.0
2. Design
2.1. Content
2.1.1. learning objectives design
2.1.1.1. what
2.1.1.1.1. differences between learning goal
2.1.1.2. why
2.1.1.2.1. for clear communication of what will be learned
2.1.1.2.2. to inform the learner how they will demonstrate their learning (i.e., assessment)
2.1.1.2.3. to communicate expectations to learners
2.1.1.2.4. to provide specifications for instructional products
2.1.1.3. how
2.1.1.3.1. The ABCD approach of writing objectives
2.1.1.4. common mistakes
2.1.1.4.1. from an INDIVIDUAL LEARNER'S point of view, NOT the teacher's
2.1.1.4.2. should be in OBSERVABLE or MEASURABLE terms
2.1.2. Robert Gagné’s Nine Events of Instruction
2.1.2.1. Gaining attention
2.1.2.2. Informing learner of lesson objective
2.1.2.3. Stimulating recall of prior learning
2.1.2.4. Presenting stimuli
2.1.2.5. Guiding learning
2.1.2.6. Eliciting performance
2.1.2.7. Providing informative feedback
2.1.2.8. Assessing performance
2.1.2.9. Enhancing retention and learning transfer
2.1.3. principles of design
2.1.3.1. First Principles of Effective Instruction
2.1.3.1.1. problem
2.1.3.1.2. Integration
2.1.3.1.3. Application
2.1.3.1.4. Activation
2.1.3.1.5. Demonstration
2.1.3.2. 7 principles of good teaching
2.1.3.2.1. Encourages Student-Faculty Contact
2.1.3.2.2. Encourages Cooperation among Students
2.1.3.2.3. Encourages Active Learning
2.1.3.2.4. Gives Prompt Feedback
2.1.3.2.5. Emphasizes Time on Task
2.1.3.2.6. Communicates High Expectations
2.1.3.2.7. Respects Diverse Talents and Ways of Learning
2.1.4. design for presenting
2.1.4.1. Multimedia learning
2.1.4.2. Situated learning
2.1.4.3. Multiple representation
2.1.4.4. Presentations for subject matter
2.1.4.5. Design for learning
2.2. Suggested readings
2.2.1. 7 principles' applications
2.2.1.1. in Undergraduate Education
2.2.1.1.1. Whose Responsibility
2.2.1.1.2. an environment
2.2.1.2. Development and Adaptations in undergraduate education
2.2.1.2.1. Adaptations
2.2.1.2.2. Applications
2.2.2. A Pebble-in-the-Pond Model
2.2.2.1. a whole task or problem
2.2.2.2. identify a progression
2.2.2.3. identify the component knowledge and skill required
2.2.2.4. determine the instructional strategy
2.2.2.5. interface design
2.2.3. examples of first principles of instructions
2.2.3.1. the organization of the blended learning course
2.2.3.1.1. results
2.2.3.2. two key points regarding applying
2.2.3.2.1. can be applied in most of the disciplines and / or various learning outcomes
2.2.3.2.2. not provide any actual guideline in face-to-face sessions or e-learning activities.
2.2.3.3. limitations
2.2.3.3.1. a small sample size of 18
2.2.3.3.2. rely mainly on students’ perceptual data
2.3. Additional resources
2.3.1. Bloom's Taxonomy of Learning Domains
2.3.1.1. Remembering
2.3.1.2. Understanding
2.3.1.3. Applying
2.3.1.4. Analyzing
2.3.1.5. Evaluating
2.3.1.6. Creating
2.3.2. SOLO Taxonomy
2.3.2.1. Pre-structural
2.3.2.2. Uni-structural
2.3.2.3. Multi-structural
2.3.2.4. Relational
2.3.2.5. Extended abstract
2.4. Reflections
2.4.1. a instructional method for our group work with 3 theories
2.4.1.1. reflection on prezi slides
2.4.1.1.1. Three Theories
2.4.1.1.2. Description
2.4.1.1.3. Problems Identification
2.4.1.1.4. Learner Analysis
2.4.1.1.5. Project Plan
2.4.2. apply nine events principles into art history class
2.4.2.1. Gaining attention
2.4.2.1.1. show the students with plenty of spectacular pictures of the architecture of Macau
2.4.2.1.2. show some mysteries of the background (video or story-telling)
2.4.2.1.3. show the great and world-famous work-of arts in Barequo style in the world
2.4.2.2. Informing learner of lesson objective
2.4.2.2.1. introduce the students the basic functions of our mobile learning device.
2.4.2.2.2. demonstrate the activity procedures in detail.
2.4.2.2.3. inform students of the final presentation requirements according to rubrics
2.4.2.3. Provide learning guidance
2.4.2.3.1. Review section
2.4.2.3.2. distribute assignments
2.4.2.3.3. Collecting information
2.4.2.3.4. Upload all the collecting information to appointed zones.
2.4.2.4. Provide feedback
2.4.2.4.1. teacher monitors the performance during the exploration and
2.4.2.4.2. give them advices immediately through email or Facebook.
2.4.2.4.3. make an evaluation of their performance on each group via online interactions.
2.4.2.5. Assess performance
2.4.2.5.1. Each group prepare a presentation
2.4.3. group work -- e-book homepage
2.5. other content
2.5.1. Sequence of learning activities
2.5.2. Format of the learning materials
2.5.3. Selection of method and tactics
2.5.4. Competency assessments
2.5.5. Selection of learning tools
3. Development
3.1. Content
3.1.1. storyboard
3.1.1.1. element
3.1.1.1.1. Button
3.1.1.1.2. Text
3.1.1.1.3. Graphic
3.1.1.2. Types of storyboards
3.1.1.2.1. passive
3.1.1.2.2. Screen shots
3.1.1.2.3. Business rules
3.1.1.2.4. Output
3.1.1.2.5. active
3.1.1.2.6. Slideshow
3.1.1.2.7. Animation
3.1.1.2.8. Simulation
3.1.1.2.9. Video
3.1.1.2.10. interactive
3.1.1.2.11. Live demo
3.1.1.2.12. Interactive presentation
3.1.2. Gantt chart
3.1.2.1. include what
3.1.2.1.1. What the various activities are
3.1.2.1.2. When each activity begins and ends
3.1.2.1.3. How long each activity is scheduled to last
3.1.2.1.4. Where activities overlap with other activities, and by how much
3.1.2.1.5. The start and end date of the whole project
3.1.2.2. History
3.1.2.3. software
3.1.2.3.1. matchware
3.1.2.3.2. types
3.1.2.4. how to create
3.1.2.4.1. Linking tasks
3.1.2.4.2. Adding constraints
3.1.2.4.3. Including resources
3.1.2.4.4. Enhancing Gantt Charts
3.1.2.4.5. Reviewing the project
3.1.3. Panel Page
3.1.4. prototype
3.2. Additional resources
3.2.1. rapid prototyping model
3.2.1.1. aims
3.2.1.1.1. to test a user interfance
3.2.1.1.2. to test the database structure and flow of information in a training strategy
3.2.1.1.3. to test the effectiveness and appeal of a particular instructional strategy
3.2.1.1.4. to give a model case or practice exercise
3.2.1.1.5. to give clients and sponsors a more concrete model
3.2.1.1.6. get user feedback and reactions to two competing approaches
3.2.1.2. tupes
3.2.1.2.1. horizontal
3.2.1.2.2. vertical
3.2.2. How to Create a Storyboard
3.2.2.1. Three Parts
3.2.2.1.1. Story Work
3.2.2.1.2. Design
3.2.2.1.3. Fine-Tuning
3.3. Reflections
3.3.1. use gantt chart to manage my time
3.3.2. try to draw a storyboard
3.3.2.1. reflections
3.3.2.2. my storytelling video
4. Analysis
4.1. Content
4.1.1. problems -- performance gaps
4.1.1.1. identify problem causes
4.1.1.1.1. Wile’s model
4.1.1.2. propose possible solutions
4.1.1.2.1. Mager & Pipe flowchart
4.1.1.2.2. Blanchard & Thacker process model
4.1.2. analysis
4.1.2.1. Context analysis
4.1.2.1.1. Prior knowledge and prerequisite knowledge
4.1.2.1.2. Culture
4.1.2.1.3. Wordings
4.1.2.2. Task analysis
4.1.2.2.1. including what
4.1.2.2.2. how to condct
4.1.2.2.3. how to do
4.1.2.3. Contextual analysis
4.1.2.4. Delivery analysis
4.1.2.5. Content analysis
4.1.2.6. learner analysis
4.1.2.6.1. Analysis of Motivations
4.1.2.7. Learning materials
4.1.2.8. Ways or methods of delivery
4.1.2.9. Project management (Gantt Chart)
4.2. Suggested Readings
4.2.1. Wile’s article
4.2.1.1. five HP models
4.2.1.1.1. Tom Gillbert
4.2.1.1.2. Allison Rossett
4.2.1.1.3. Joe Harless
4.2.1.1.4. Dean Spitzer
4.2.1.1.5. Robert mager
4.2.1.2. a new model of HPT
4.2.1.2.1. internal motivation
4.2.1.2.2. external motivation
4.2.1.3. how HPT use in the new model
4.3. Additional resources
4.3.1. Maslow’s expanded needs
4.3.1.1. Basic needs
4.3.1.1.1. Physiological
4.3.1.1.2. Safety
4.3.1.1.3. love and belonging
4.3.1.1.4. esteem
4.3.1.2. Growth needs
4.3.1.2.1. Cognitive
4.3.1.2.2. Aesthetic
4.3.1.2.3. Self-actualization
4.3.1.2.4. Transcendence
4.3.2. learner's motivation
4.3.2.1. Three Critical Elements Sustain Motivation
4.3.2.1.1. Autonomy
4.3.2.1.2. Value
4.3.2.1.3. Competence
4.3.2.2. The Key to Stronger Student Motivation and Higher Achievement
4.3.2.2.1. self-monitor
4.3.2.2.2. self-evaluate
4.3.2.2.3. identify correctives
4.4. Reflections
4.4.1. Malcolm Knowles Assumptions
4.4.2. Jean Piaget’s four stages of cognitive development
4.4.3. learner's motivations
5. learning theories
5.1. Content
5.1.1. Three main learning theories
5.1.1.1. behaviorist
5.1.1.1.1. Skinner
5.1.1.2. cognitivist
5.1.1.2.1. Researching Fields
5.1.1.2.2. Newell
5.1.1.3. constructionist
5.1.1.3.1. Jean Piaget
5.1.1.3.2. Bruner
5.2. Suggested Materials
5.2.1. Articles
5.2.1.1. 30 things about adult learners
5.2.1.1.1. Motivation to Learn
5.2.1.1.2. Curriculum Design
5.2.1.1.3. Classroom management
5.2.1.2. Brain science-the forgetting curve
5.2.1.3. Brain Science_ Overcoming the Forgetting Curve Part 2
5.2.1.4. Brain Science_ Overcoming the Forgetting Curve Part 3
5.2.2. Videos
5.2.2.1. Classical Conditioning
5.2.2.2. Operant conditioning
5.2.2.3. Short and Long Term Memory
5.2.2.3.1. cognitive information procress
5.3. Additional resources
5.3.1. The Three Domains of Learning
5.3.1.1. Cognitive: mental skills (knowledge)
5.3.1.2. Affective: growth in feelings or emotional areas (attitude or self)
5.3.1.3. Psychomotor: manual or physical skills (skills)
5.3.2. The committee identified three domains of educational activities or learning (Bloom, et al. 1956):
5.3.3. Learning Styles
5.3.3.1. Activist
5.3.3.1.1. Involved fully and ‘without bias’ in new experiences
5.3.3.2. Reflector
5.3.3.2.1. Stands back - ponders experiences and observes from may different perspectives
5.3.3.3. Theorist
5.3.3.3.1. Adapts and integrates observations into logically sounding theories
5.3.3.4. Pragmatist
5.3.3.4.1. Keen to try out ideas, theories and techniques to see if they work in practice
5.4. Reflections
5.4.1. three theories
5.4.2. reading and video
6. Implementation
6.1. additional resources
6.1.1. include what
6.1.1.1. design evaluation
6.1.1.2. training on new tools
6.1.1.3. testing procedures
6.1.1.4. learning outcomes
6.1.1.5. course curriculum
6.1.1.6. methods delivery
6.1.1.7. materials delivery
6.1.1.8. produce training schedule
6.1.2. Learning Platform
6.2. Reflections
7. Evaluation
7.1. Content
7.1.1. kirkpatrick's model of evaluation
7.1.1.1. 4 levels
7.1.1.1.1. Level 1 – Reaction
7.1.1.1.2. Level 2 – Learning
7.1.1.1.3. Level 3 – Behaviour
7.1.1.1.4. Level 4 – Results
7.1.2. formative and summative evaluation
7.1.2.1. formative evaluation
7.1.2.2. summative evaluation
7.2. Readings
7.2.1. Evaluating training programs
7.2.1.1. The four levels
7.2.1.1.1. Evaluating results
7.2.1.1.2. Evaluating behavior
7.2.1.1.3. Evaluating learning
7.2.1.1.4. Evaluating reaction
7.2.2. Program Evaluation: Alternative Approaches and Practical Guidelines