Overview of AR instruction site

Education | 2011.04.23 22:46 | Posted by 스마트 안전보건

These are overviews of AR instruction site, my final project of instructional design class.

1. Concept map of the marketing problems in Busitco



2. Concept map of AR instruction siteLayout_of_AR_site.png

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Elements of objectives_학습목표

Education | 2011.04.12 10:10 | Posted by 스마트 안전보건

These pictures explain how objectives consist of and how to write good objectives.

Objectives have 4 elements, A, B, C, and D.


What are ABCE for?

A is for Audience and does learner analysis. Typically who are the learners for educational interventions.


B stands for Behavior and is the same as learners' behaviors expected after instructions.


C is the abbreviation of Condition, Context, or Catalyst and is the most important thing of an instruction.

In C part, learners experience an actual learning and get information they may need by interacting with real content.


D is for the degree of achievement and is the same as evaluation or assessment of how learners have taken an instruction and how they apply information or instruction from an educational environment they experienced.



These are what I did in Instructional Design class. And I can draw a big picture of my group project about job-aid or instruction on 'Hiking at the Poudre River Trail'


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Instructional photograph 'How to jump start a car'

Education | 2011.03.31 09:29 | Posted by 스마트 안전보건

This is an instructional photograph that teaches you how to jump start a car and is my second project of instructional material design class in UNC.스크린샷_2011-03-30_오후_2.32.08.png

For this instructional photograph project, I took as many pictures as I can with my DSLR camera, about 50 photos.

And I selected some of them, about 13 pictures.


Then I added some other images that can show the procedures of how to jump start a car.

I also created some audio tracks such as warning sound, tinkling sound, and back ground music, which is 'Born this way' by Lady GaGa.


I finally put those resources all together and finished a 2 minutes-long instructional photograph.

This is how it appears.

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QR codes on Learning and Training in AR

Education | 2011.03.15 01:42 | Posted by 스마트 안전보건

I created 3 QR codes to share with you about my presentation done in

2011 SITE conference on March 10th 2011.



Futuristic learning and training with augmented reality part 1



Futuristic learning and training with augmented reality part 2



Futuristic learning and training with augmented reality part 3


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In details: 5 steps for writing instructional objectives

Education | 2011.02.12 04:57 | Posted by 스마트 안전보건

Step 1: Creating a title for your lesson
Name your lesson. What is the overall goal of your lesson? Make your lesson

title describe the purpose of the lesson.
Be obvious and use words such as How to, or Learning, Understanding, or visualizing.

Your learner should understand the overall goal of your lesson from reading its title.

Step 2: Target what the learner should visualize, draw or sketch
Identify the outcome of the lesson. Ask yourself, what should a learner know or visualize

after they experience the lesson? Write one to four “TLW” statements.

Altogether these statements work towards accomplishing the goal of the lesson,

which you have identified in its title.

Step 3: Chunk, sequence, and scaffold critical information
Organize the sequence of the lesson elements.
This is the step where you structure information to make sense to the learner.
You use sequencing strategies (from easy to complex or known to unknown)to

communicate as logically as possible with the learner.  Scaffold the information

by considering selection, organization and integration strategies.

Step 4: Select the interaction strategies and intervention formats
Identify the type of interaction(s) you want to take place while the learner participates

in the lesson. Think of presentation-practice pairings.

Step 5: Identify assessment criteria to evaluate the learner (and your work)
write at least one way to assess its achievement. Identify criteria for achievement and make
sure it fits with the behavior desired and the condition/catalyst used.
Matching B, C, and D elements of the objective may take some writing, deleting, and rewriting.
Go back and forth until you have workable criteria.

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5 steps for wring instructional objectives

Education | 2011.02.11 07:24 | Posted by 스마트 안전보건

A “big picture” for creating objectives
Objectives are best understood in the context of a lesson.
The worksheet in Figure 12 will help you write

and assemble objectives into a lesson.


Five steps are used to create an objectives-based visualization lesson

that are synthesized. These steps include:
1. Creating a title for your lesson
2. Targeting what the learner should visualize, draw, or sketch

3. Chunk sequence and scaffold critical information
4. Select interaction strategies
5. Identify assessment criteria to evaluate the learner and your work.

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MOOCs, knowledge and digital economy

Education | 2010.12.22 15:57 | Posted by 스마트 안전보건

This article is a research project by Dave Comier, George Siemens, et al and

deals with Massive Online Open Courses (MOOCs), which means that all knowledge

and information may be done and shared on and online basis.

These videos tell you more about MOOCs.


Sometime in June Sandy McAuley, Bonnie Stewart, George Siemens and I decided to apply to SSHRC for funding for researching the place of MOOCs in the digital economy. We did a little work creating videos to allow people to understand what was going on in a MOOC and decide if it was something they might want to do.

We also did a huge write up that you might find interesting

The MOOC Model for Digital Practice responds to the “Building Digital Skills for Tomorrow” section of the consultation paper Improving Canada’s Digital Advantage: Strategies for Sustainable Prosperity by synthesizing the current state of knowledge about Massive Online Open Courses (MOOCs).

See more at davecormier.com


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Reflection papers of instructional design and technology

Education | 2010.12.18 03:28 | Posted by 스마트 안전보건

This is my reflection papers of introduction to instructional design and technology

with a book 'Trends and Issues in Instructional Design and Technology'

I divided this book into 5 units. Each unit has several chapters in it and

consists of like below.

Unit 1: Section 1 – Defining the Field (Chapters 1-3)
Unit 2: Section 2 – Theories and Models of Learning and Instruction (Chapters 4-9)
Unit 3: Section 3 – Evaluating, Implementing, and Managing Instructional Programs

and Projects and Section 4 – Human Performance Technology (Chapters 10-17)
Unit 4: Section 5 – Trends and Issues in Various Settings and Section 6

Getting an IDT Position and Success At It (Chapters 18-27)
Unit 5: Section 7 – New Directions in Instructional Design and Technology

(Chapters 28-32)

Instructional Design And Technology
View more documents from KOSHA_iglassbox.

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This is my grade this semester '2010 Fall'

Education | 2010.12.17 01:24 | Posted by 스마트 안전보건

I took 4 subjects with 11 credits this fall semester 2010 and finally got my grades

for this semester this morning. I got 3 'A' (same as A+ in KOREA) and 1 'pass'

for the internship. What a beautiful morning it is !


 These are what I have done this fall for my first master semester.





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Designing effective instructions (CDT)

Education | 2010.12.15 05:55 | Posted by 스마트 안전보건

I read a book about designing effective instructions by David Merrill.

This is about how you organize and prepare for your presentation or instruction in from of

public. These are the summary of it.


Component Display Theory by David Merrill


David Merrill has developed a system of instructional design that is called component display theory (CDT) (1983, 1994). There are parts of CDT that are beyond the purview of this book and most FLEs. However, Merrill’s discussion of primary presentation forms can provide a very useful guide in the development of short presentations, extended training, and publications—any form of FLE (Family Life Educator).

A common way to begin would be to share a principle with the learners. Merrill calls this an expository generality (EG), which simply means that the teacher tells (called “expository” mode) some general idea, principle, concept, truth, or process (a generality).


In order to help learners understand just what the principle means, the teacher may next choose to provide examples (Eeg or expository instances) that illustrate the major points.

In fact, it seemed clear that the child ran out of interest in the food long before the food ran out. The parent continued to shovel the food into an increasingly unhappy child. That is a good example of nonsensitivity.

Even in such situations, the same general principle presides: When parents are sensitive to their children and their needs, the children are more likely to grow into socially competent people.

Each of the subparts of a principle can be taught in the same way. The principle as stated above has at least three major subparts dealing with the importance of sensitivity, commitment, and relationship.

Merrill’s first principle (2001) states that “learning is facilitated when the learner is engaged in solving a real-world problem” (p. 461).

Merrill’s second principle is that learning is facilitated when existing knowledge is activated as a foundation for new knowledge.

Merrill’s (2000) third principle states that learning is facilitated when new knowledge is demonstrated to the learner. “learning is facilitated when new knowledge is demonstrated to the learner” (Merrill, 2000, p. 2). Many demonstrations over many sessions may be necessary for effective learning.

Merrill’s (2001) fourth principle states that “learning is facilitated when the learner is required to use his or her new knowledge to solve problems” (p. 463). Merrill (2000): “Most learners learn from the errors

they make, especially when they are shown how to recognize the error, how to recover from the error, and how to avoid the error in the future” (p. 8).

Merrill’s (2000) fifth and final point is that “learning is facilitated when new knowledge is integrated into the learner’s world” (p. 2). There is nothing quite like teaching to force us to understand a principle and how it works. Your participants might be invited to give a mini lesson to the class, to teach a group at work or in their faith community.

Merrill (2000) observes that there is no satisfaction quite like moving from student to teacher or mentor.

“The real motivation for learners is learning. When learners are able to demonstrate improvement in skill, they are motivated to perform even better” (p. 8). The combination of integrating the skills into everyday life and sharing them with others cements the lessons.

When instruction—whether oral or written—is designed according to established principles of instructional design, the message is more likely to be effective. In addition, the instruction is more likely to be enjoyable for both the educator and the participant.

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