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Objectives about recreation and fun in Colorado

Education | 2011. 3. 26. 06:53 | Posted by 스마트 안전보건

These are a few instructional objectives about recreation and fun in Colorado.

Objectives_small.jpg

Objective #1 (Know; Selection)
   * Given the material of recreation in Colorado, students will have access to information on enjoyment in Colorado.
      * Students can get information about two cheapest ski resorts in Colorado within 30 minutes.
      * Students can find out the nearest camp ground from UNC within 20 minutes.

Objective #2 (Do; Organization)
   * Given the material of recreation in Colorado, students will be able to use the information for reservation and share it with other people.
      * Students can make a reservation for one of recreation sites by themselves.
      * Students can share the information with at least 2 friends of theirs.

Objective #3 (Feel; Integrate)
   * Given the material of recreation in Colorado, students will be able to share their feelings about information and places.
      * Students can make a post in a website about the information they have got or what they felt about the places they have been.
      * Students can rate the information in the website they have known about it.


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Futuristic learning and training with augmented reality

Education | 2011. 3. 18. 21:08 | Posted by 스마트 안전보건

This was my proceedings paper for 2011 SITE conference.

1.png

You can download it from here. http://www.editlib.org/fpv/36825

And these are the presentation at 2011 SITE conference in Nashville Tennessee.

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QR codes on Learning and Training in AR

Education | 2011. 3. 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.

스크린샷_2011-03-14_오전_10.35.59.png

 

Futuristic learning and training with augmented reality part 1

Learning_and_Training_with_AR_1.jpg

 

Futuristic learning and training with augmented reality part 2

Learning_and_Training_with_AR_2.jpg

 

Futuristic learning and training with augmented reality part 3

Learning_and_Training_with_AR_3.jpg

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Learning and Training in Augmented Reality

Education | 2011. 3. 15. 00:43 | Posted by 스마트 안전보건

I attended 2011 SITE conference held in Sheraton Music City Hotel in Nashville

Tennessee last week from March 7th to 11th.

I was one of authors presented a paper on 2011 SITE conference and did my

presentation about learning and training with augmented reality.

스크린샷_2011-03-14_오전_9.23.58.png

It was the first conference ever in my life, so I was kind of so nervous, but I practiced

a lot and did my presentation with 13 audiences.

My presentation was not that good, but my audiences were really interested in my

topic, 'Futuristic Learning and Training with Augmented Reality'.

스크린샷_2011-03-14_오전_9.24.11.png

After my session, 5 audiences came to me and said "It was a really good presentation"

"Your presentation was the best in this 2011 SITE conference.", "It is very informative."

"I have never known Augmented Reality before your presentation." etc.

I was so flattered after my presentation and was so happy.

Some of my audiences wanted to have my business card.

스크린샷_2011-03-14_오전_9.24.21.png

All in all, 2011 SITE conference ended up for me with a lot of inspirations for my

further study in Educational Technology. I will prepare for the next conference with

a different topic.

 

For those who couldn't or didn't my presentation about learning and training with

augmented reality in 2011 SITE conference, I recorded my presentation with slides and

voice. So enjoy my presentation and don't blame my poor English,

Let me know what you think of my topic and presentation.

 

Futuristic learning and training with augmented reality part 1

[youtube=http://www.youtube.com/watch?v=AVwOfhjzHWQ]

 

Futuristic learning and training with augmented reality part 2

[youtube=http://www.youtube.com/watch?v=P9ogRaWIWs4]

 

Futuristic learning and training with augmented reality part 3

[youtube=http://www.youtube.com/watch?v=q4yT5zmi2YI]

 

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Back to the nature 'SteMac'

Creativity | 2011. 3. 5. 01:39 | Posted by 스마트 안전보건

This is my photograph project for my macbook 'SteMac'.

I took these photos in campuses of University of Northern Colorado. 

스크린샷_2011-03-04_오전_9.25.17.png

This is from the class 'Instructional Material Design'.

Back to the nature 'SteMac'_MacBook Photograph Project. 

Here is QR code for 'Back to the nature 'SteMac'. 

Back_to_the_nature.jpg

Back to the nature 'SteMac'

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TechTrends journal

Education | 2011. 2. 19. 08:08 | Posted by 스마트 안전보건

This is 'TechTrends' journal's paper submission site.

I recently submitted a research paper to TechTrends.

And I am looking forward to hearing from them with a good news.

menu.jpg

 

스크린샷_2011-02-18_오후_4.01.13.png

 

This is the abstract of my paper 'Futuristic learning and training in Augmented Reality.

스크린샷_2011-02-18_오후_4.05.17.png

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In details: 5 steps for writing instructional objectives

Education | 2011. 2. 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.
    스크린샷_2011-02-11_오후_12.52.27.png

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.
스크린샷_2011-02-11_오후_12.52.41.png

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.
스크린샷_2011-02-11_오후_12.52.49.png

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.
스크린샷_2011-02-11_오후_12.52.59.png

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.
스크린샷_2011-02-11_오후_12.53.09.png

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5 steps for wring instructional objectives

Education | 2011. 2. 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.
5_steps_for_wring_instructional_objectives.jpg

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Introduction to Instructional Design

Education | 2011. 1. 18. 04:14 | Posted by 스마트 안전보건

Instruction
   * The development and delivery of information and activities that are

      created to facilitate attainment of intended, specific learning goals.

Related terms
   * Education: All experiences in which people learn.
   * Training: Instruction focused toward acquiring specific skills that will

      be used immediately.
   * Teaching: Education/Instruction delivered by a person
IMG_1379.JPG   

Three phases of ID process
IMG_1380.JPG
   * Analysis: Learning contexts, learners, and learning task
   * Strategy development: organizational strategies, delivery strategies,

      and management strategies
   * Evaluation: conduct formative evaluation and revise instruction
Theoretically, ID process is a linear type, but in real practice,

every steps are connected with one another.
IMG_1381.JPG

Systematic Instructional Design's advantages
   * Provide learner advocacy
   * Promote effective, efficient, and appealing instruction
   * Assist coordination
   * Facilitates dissemination
   * Supports development of alternative delivery
   * Has congruence among objectives, activities, and assessment

Systematic ID's limitations
   * Requires identification of outcomes
   * Requires lead time
   * Is not applicable to non-instructional problems
IMG_1382.JPG

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How to make a good tutorial

Education | 2011. 1. 3. 23:13 | Posted by 스마트 안전보건

There are several methodologies for instructional design. And this article is about how well design and develop a tutorial among various instructional methodologies.

162860_190455470969883_100000162943327_780207_7300937_n.jpg

Introduction

Use A short title page

State the lesson goals and objectives briefly, except with children

Give accurate directions and make them available to the learner at all times

Relate what the learner will study to previous knowledge

Avoid putting pretests in a tutorial. Use pretests only when you know they

are needed and use them in separate computer programs whenever possible

 

Learner control

Give adults more control than children

Always allow control of forward progression and backward review

Allow global controls, rather than occasional control, as much as possible

Always allow temporary termination

When menus are used, they should always be available

Always provide controls for audio, video, and animation (pause, continue,

reply, skip, volume change, and speed change)

Use the mouse for learner control

 

Motivation

Emphasize intrinsic motivation whenever possible

Consider motivation at macro-level (strategies) and micro-level (lesson characteristics)

Provide an appropriate level of challenge

Arouse and maintain curiosity

Enhance imagery and involvement through fantasy

Provide an appropriate level of learner control

Arouse and maintain attention throughout the lesson

Content should be relevant to the learner and the relevance should be made clear

Provide opportunity for success and satisfaction through appropriate

goals, reinforcement, and fairness

Apply motivation techniques in moderation, intelligently, and in harmony

with other instructional factors

 

Presentation of information

Presentations should be short

Layouts should be attractive an consistent

Avoid scrolling

Use conventions in paragraphing, keypresses, directions, and response prompts

Use graphics for important information, analogy, and cues

Keep graphics simple

Use color sparingly and for important information

Avoid color in text

Text should be lean, clear, and have good mechanics

Stress clear transitions between presentations on different topics

Use appropriate organizational methods for verbal information, concepts, rules,

and principles, and skills

Provide procedural help and make it easy to request

 

Questions and responses

Ask frequent questions, especially comprehension questions

Use the mouse for responding whenever possible

Put the typing prompt below the question and the left margin

Questions should promote response economy

Ask questions about important information

Allow the learner more than one try to answer a question

Do not require the learner to get a correct answer without help to proceed

Give help on response format whenever necessary

Alternate-response questions are harder to write, easier to judge, and allow guessing

Constructed-response questions are easier to write, harder to judge, and prevent guessing

Foils on multiple-choice questions should be plausible

Fill-in questions should have the blanks near the end

Be aware of whether you should be testing recall or comprehension,

and use appropriate question types

Reading difficulty should be appropriate to the learner's reading level

Avoid abbreviation and negatives in questions

Questions should never scroll out of view

Questions should appear after information in a lesson and below information

on a particular display

Global learner controls should still be available during questions

 

Judging responses

Judge intelligently, as a live instructor would. Allow for word order, synonyms,

spelling, and extra words

Look for both correct responses and expected incorrect responses

Allow as much time as the learner needs for a response

Allow the learner to ask for help, and to escape

Providing feedback about responses

If response content is correct, give a short affirmation

If response format is incorrect, say so and allow another response

If response content is incorrect, give corrective feedback

 

Remediation

Provide remediation for repeated poor performance. This might be

a recommendation to restudy or see the instructor

Sequencing lesson segments

Overall sequence should be hierarchical or based on difficulty

Avoid simple linear tutorials. Provide branching based on performance

The learner should control progression. Never use timed pauses

Provide restarting capability

Give sequence control to mature learners

Always permit temporary ending based on learner choice

Permanent ending should be based on learner performance

 

Closing

Store data for restarting

Clear the screen

Make the end obvious with a short final message

Return the learner to where he or she started before the tutorial

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