learning design and technology

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learning design and technology により Mind Map: learning design and technology

1. five types of design model

1.1. ADDIE

1.1.1. analysis Assessment •Project plan •Goals Define the problems Determine possible solutions dentify

1.1.2. design •Audiences •Objectives •Task Analysis •Strategy •Prototypes Detailed storyboards and prototypes Instructional theory adopted User-interface and content

1.1.3. development • Outline Content • Select media • Select technology • Select delivery • Develop materials Questionnaires Web page technology-based learning system

1.1.4. implementation • Delivery • Experiment • Integration Actual delivery of the instruction Training procedure developed

1.1.5. evaluation • Evaluation Plan • Testing • Reviews Met the goal or objectives? Formative evaluation – ongoing Summative evaluation - final

1.2. Waterfall (couple of different types)

1.3. Kemp design 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 Systematic Documentation Holistic Cycle

2.5.2. focus Analysis Interactive and collaborative Presentation 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. designing learning envrionment

3.1. pedagogy

3.1.1. TPACK sources:http://en.wikipedia.org/wiki/Technological_Pedagogical_Content_Knowledge

3.2. learning theories

3.2.1. Behavioral Teacher as manipulator Key theorists – Ivan Pavlov, John Watson, & B.F. Skinner strengths Teaching facts, simple procedures, and rules weakness No problem-solving skills design of learning Focuses on behavior and influence of the external environment Students are passive technology support online test/ exam

3.2.2. Cognitivism Information processes Attention Encoding Retrieval Mental representation How we think design of learning Focus on internal knowledge structure, short-term and long-term memory More active than passive strengths Skill transfer weakness Creates uniform behaviors role of teachers Organize new information Link new information to existing information techniques technology support Flashcards, memory game multimedia learning

3.2.3. Constructivism Knowledge produced by the learner learners discover rules and concepts during problem-solving Knowledge construction active process Learner: producer of information Uniqueness strength Supports development of metacognitive skills weakness Inefficient to teach: Recall of facts, memorization design of learning Simulated problem-solving Collaborative problem-solving Collaborative teachers roles Facilitator and supportive partner Encourage the learner to explore the given framework technology support Group PowerPoint presentation and online discussion

3.3. technology

3.3.1. the role of technology in education Information Gathering http://lekima.hubpages.com/hub/the-role-of-technology-in-education adsorb thе material Software саn bе uѕеd tо supplement class curriculum teaching effective

3.3.2. web 2.0 tools Activeworld second life Edmodo Scratch Sources: http://en.wikipedia.org/wiki/Web_2.0 Web as a platform control of information application in support of research activities Google Airset open sources Web as a point of presence Blogs and Wikies Mashups and Open Source Social Networking Wikipedia social bookmarking Social Repositories youtube RSS Feeds and Aggregators provide an updated list of content from a site Podcasting Social Networking facebook ebay mobile web 2.0 tools icloud

3.4. instructional theories

3.4.1. Elaboration Instruction should be organized in increasing order of complexity for optimal learning using model which includes motivators, analogies, summaries and syntheses

3.4.2. conversation G&Pask Learning occurs through conversations about a subject matter which serve to make knowledge explicit 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). Apply instructional design models to design and manage a learning product development

3.4.3. Situated learning J& Lave Embedded within activity, context and culture Applied in the context of technology-based learning activities for schools that focus on problem-solving skills (Cognition & Technology Group at Vanderbilt, 9931) 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.

3.4.4. Gagne's Nine Events of Instruction A framework for planning and delivering learning materials and activities getting started delivering Checking comprehension Taking it to the next level

3.4.5. Bloom's taxonomy A classification of learning objectives and goals Three domains: Cognitive, Affective and Psychomotor cognitive Focus on these three domains: lead to a more holistic form of education Digital Bloom's taxonomy

3.5. Instructional design

3.5.1. creative pattern or a rational, logical, sequential process

3.5.2. a set of events that facilitate learning

3.5.3. is the practice of arranging content and media to help transfer knowledge between teachers and learners

3.5.4. 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)

3.5.5. ROLE Identify problem Determine the goals and objectives Define the needs of learners Develop strategies Assess learning outcomes Evaluate learning process 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.

3.5.6. benefits for educational Promotion of active learning Well-designed learning materials or events attachment reading notes: Future trend Learner-Centered Quantitative and Qualitative Research Meta-Theories Activity-oriented, project-based, student-centered instruction

3.5.7. people in instructional design process Project manager Instructional Designer Facilitator Subject matter Expert Developer Graphic Designer Evaluator

4. learning outcomes

4.1. Relate learning theories to different instructional design models

4.2. Recognize the importance of instructional design for development and delivery of technology-supported learning

4.3. Apply instructional design models to design and manage a learning product development

5. Instructional design model

5.1. effective way to develop learning

5.1.1. Change of the students skills

5.2. appropriate process

5.3. meet learning outcomes

5.3.1. •Needs for Technology- based learning products. •Complexity of the development •Change of the job opportunities

5.4. Documents of a design

5.5. advantages

5.5.1. Cost-effective

5.5.2. Promotes effective learning

5.6. disadvantages

5.6.1. Time-consuming to implement

5.7. E learning instructional design

5.7.1. Offers more opportunities Individual participation Group discussions Sharing

5.7.2. Supports Better access to learning materials Multimedia and interactive environment Encourage knowledge-sharing

5.7.3. group assignment/ plan your own project analysis Needs analysis Audience analysis Contextual Analysis Content analysis Delivery analysis project plan design learning Objectives Instructional strategy Delivery strategy Design evaluation E learning tools blended mode