B2tween Creativity & Safety

This is the PowerPoint history.
Bob Gaskins, a former Berkeley Ph.D. student, conceived PowerPoint

originally as an easy-to-use presentation program. He hired a software

developer, Dennis Austin, in 1984 to build a prototype program, called

"Presenter," later changing the name to PowerPoint for trademark reasons.

Dennis Austin (middle), Bob Gaskins (right)

PowerPoint 1.0 was released in 1987 for the Apple Macintosh platform; later

that year Gaskins's company Forethought and the program were purchased

by Microsoft for $14 million.

PowerPoint 1.0 on Mac

The first Windows and DOS versions of PowerPoint followed in 1988.

PowerPoint became a standard part of the Microsoft Office suite in 1990.

According to Microsoft, more than 30 million presentations are made around

the world with PowerPoint every day.

PowerPoint 2010

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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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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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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
   

Three phases of ID process

   * 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.


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

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

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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This is general features that instructors should take into account

when they develop learning software such as text, video, or web.

Introduction

Use a short title page

Provide clear and concise directions

Allow user identification

Learner control

Use the mouse

Use keyboard also for more expert users

Use buttons for local controls

Use menus for global controls

Provide controls that are obvious and easy to use

Use cursor changes, rollovers, and confirmation with controls

Provide consistent position, appearance, and function in controls

Design controls in accordance with your users and your content

Make controls and directions for them visible only when available

Presentation of information

Be consistent

Use presentation modes appropriately (e.g., text, sound, video)

Text should be lean, clear, well formatted, and at an appropriate reading level

Use graphics and video for important information

Video should be short and controllable

Use speech to catch attention, give directions, and facilitate dual coding

Maintain good color contrasts, such as between foreground and background

Providing help

Procedural help should always be available

Provide context-sensitive help

Use rollovers as a form of constant help

Always provide a help button when help is available

Provide help in a manual for starting the program

Ending a program

Distinguish temporary versus permanent termination

Always allow temporary termination

Provide safety nets when the learner requests termination

Give credits and a final message at the end

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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.

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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This is an article about top 10 educational issues in 2010 by Dave Cormier,

who is an educational technologist.

Number 10 Free is dead We rang in the early part of the year to news that Ning was going to force people to pay for the fine work they were doing and then the year was going out with delicious maybe going into a ‘sunset’. We’re all coming to terms with the fact that people need to be payed for the work that they do.

Number 9 Wikileaks Leaks that were a flood to a website that wasn’t really a wiki. An international manhunt and a new flag to fly up the ‘internet is dangerous’ flagpole. If there was a story this year that threatens open access to education, this is the one. All that and not for many surprises, rich people in the Caucasus throw big parties and some people in government are kind of annoying. Open still good… but probably going to get harder.

Number 8 Pads Ipads, blackpads and android oh my! (android understanding table) I know i’m a convert, and any of the rest of you caught with any so retro as a ‘laptop’, had better be making a fashion statement.

Number 7 Angry birds bringing the tetris Angry birds got the mobile devices into the hands of the people this year. All those people claiming to be working when they flipped their iphones over in the meeting room you were in? They were smashing blocks and trying to get their eggs back. But it brought the mobile device, and the obsessive use of it needed to get it into the mainstream out to people. Like tetris and the home computer, angry birds may be the secret weapon that made the mobile computer mainstream.

Number 6 switching to google The university of Alberta wants you to know that lots of people love the switch to googledocs. (i do too) As we all move inexorably towards our google overlords its our email that is now moving under its inevitable sway.

Number 5 Old Spice A marketing campaign that targets the guy who runs the moodle installation in your university. (yup, they responded to a tweet from @kvillard who work at my uni) How does this change the way that kids need to be prepared…? Now there’s a 21st century skill. (How it was done)

Number 4 Pearson to get accreditation and private online schools So, it seems that all kinds of people are talking about giving out degrees nowdays. I wonder if they’ll get a cut on their book prices?

Number 3 The end of research http://ngrams.googlelabs.com/ http://www.nytimes.com/2010/12/17/books/17words.html?_r=1 It seems that we have lost interest in the word ‘fly’ since we starting being able to do it. It also seems that the words ‘love’ and ‘art’ dip in their use during the first and second world wars. In their ongoing attempt to take EVERYONE’s job, the job of the fearless data researcher is quickly going out the door… slackers like me can now wax philosophical over ideas that we came up with over a pint and ‘researched’ in 10 seconds. Haha.

Number 2 Cable Green, director of elearning and open education for the State Board of Community and Technical Colleges rocks. A real, honest to goodness, open textbook model

Number 1 Netflix. Yes. Netflix.We’ve seen piles of amazing video this year, and the Ted talks have taken over many a discussion table, and not just those deemed cool enough to be able to attend. In netflix we have a potentially sustainable model for learning video, that could easily replace all those rabid intellectuals who believe that CONTENT is what they’re selling. If learning is about content, then video is the way to put it together, and netflix is the way to sell it. It’s not the education system i want. But at least it would work. Read more at davecormier.com

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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)

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Many tasks, roles, and tools are required to design and develop robust,

effective e-learning.

By Mark Steiner

Today’s wide blend of technologies enables an extraordinary range of cognitive, affective, and social enhancements of learning capabilities. Advances in collaborative learning and experiential simulation enable a variety of guided and inquiry-based learning that cross the barriers of distance and time. Through a mixture of instructional media, learners and educators can experience synchronous and asynchronous interactions.

This article focuses primarily on asynchronous learning, specifically constructing self-paced e-learning courses, though these strategies could be applied to a variety of learning design and development situations. Designing and developing robust, effective e-learning is not easy. Many tasks, roles, and tools are required to complete the process successfully. Here are 10 of the fundamentals critical to success.

Educate the client on the fundamentals of e-learning. Regardless of a client’s level of e-learning awareness or sophistication, an educational process must occur. This is true whether it is an internal or external client. Even among experienced professionals within this industry, individuals undoubtedly have varying nomenclature regarding roles, processes, and tools. It is essential to educate your client on roles, processes, tools, options, costs, feasibility, and consequences to ensure all parties are operating on similar assumptions and guidelines. You and your client should approach the endeavor as a partnership. Assist your client in realizing what an integral part it is to the process. Build trust with your client by providing it with sensible, honest, pragmatic expertise. However, don’t be afraid to exert control and don’t be afraid to say no. Remember it’s your responsibility to set and control the client’s expectations.

Determine the actualtraining need or gap. If training is not the solution to the problem, you are guaranteed to fail. It is doubtful either you or your client desire such an outcome. To help ensure determination of the actual deficiency, perform a thorough analysis, working closely with your client. Begin your analysis with what your client thinks is wrong, then dig deeper, utilizing your previous experiences, education, and intuition. There are a variety of resources that can assist individuals and organizations in enhancing and strengthening their analysis process.

Define your process and communicate it, focusing on key review points in the cycle. The design and development of e-learning is often a complicated collision of ideas, tools, roles, people, technology, and desired outcomes. You and your client want predictable results. A well-defined, reliable process is the clearest way to get the desired results. What activities are to occur? When will they occur? Which ones must be completed before other activities can begin? It is important to make your client aware of its responsibilities: specifically inputs, review cycles, and corresponding impacts

Mark Steiner is president of learning solutions firm mark steiner, inc. Visitwww.marksteinerinc.com for more information.

Read more at www.trainingmag.com

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