This article is from Dr. Steve Wheeler's Blog.

I want to inspire you to reach farther. Most teachers are limited to their classroom, or to the environment within which they and their students can interact. Some may be fortunate enough to escape from the classroom to lead outdoor education trips, or work within a forest school, spending class time exploring and learning from their surroundings. Some teachers are even lucky enough to conduct a comparative studies trip in a foreign country. Most teachers though, usually find themselves trapped within the four walls of the classroom or lecture hall for much of their working week. And yet with the new social media tools, we can all be worldwide educators. All we need is something important to say, and a tool such as this blog as a vehicle to say it with.  It never ceased to amaze me how many students contact me to say how much they enjoy reading this blog. Some have told me how much it has inspired them to learn more, explore, take risks, and reach further.

This kind of positive affrirmation is very important to me and to other edubloggers. Personally, it's one of the main reasons I continue to blog and invest my time in it. Knowing that what I'm writing, and the richness of the subsequent dialogue are having a such positive impact on someone, is one of the main reasons I blog so regularly.  This morning I happened to stumble upon an interesting Twitter stream hashtag - #qaz11 - which I quickly realised was being generated by a group of students in the care of my old friend Jose Luis Garcia (well worth following him on Twitter: @JL3001, over at the University of Cantabria in Spain. Although the tweets were in Spanish, I was able to translate them using Tweetdeck, and I followed for a little while. The students were discussing the merits of the 10 Teaching with Twitter activities I posted on this blog. It was interesting to see them analyse and evaluate the potential of each of the activities within their own professional context as trainee teachers. Without me actually being there, my thoughts were having an impact on the students' learning - my ideas were helping them to frame their thinking, promote discussion and engage critically with the topic.  The same is happening all over the world, every hour, every day as teachers begin to share their ideas and advice, best practice and top tips across a global platform - the blog. We have become a new breed of teacher Quite literally, we are worldwide educators, with students in every country of the world, who read our blogs, think, argue, learn and then go off to try out some ideas. We don't always see them, and we may never meet them, but they are there, and they are learning.   So don't limit yourself to seeing the four walls of your classroom as the full extent of your world. Reach further - and become a worldwide educator. You have the technology.  Multi-media brought the world into your classroom. Social media will take your classroom into the world.

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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 site

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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.

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

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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An instruction about Augmented Reality

Assumption
I am hired as an instructional designer from a business training company ' Busitco'.
Busitco has struggled with new business ideas using swift changing technologies,
but nothing crucial has been brought on the table yet.
I am aware that there are many potentials for learning and training in augmented reality,
but most people in my company have no ideas about augmented reality.
So as an instructional designer in Busitco, the first project I have is to create
a self-guided instruction about augmented reality and its application to learning and training
in order for my colleagues to grasp some ideas about augmented reality and come up with
some applicable thoughts in learning and training.

Learners (A): employers and employees in Busitco. Their educations are diverse from high school and Ph. D.

Objectives
1. Given the instruction about augmented reality, people in Busitco will know about augmented reality and its applications.
     The learners will understand the definition of augmented reality and can explain it to others.
     The learners will comprehend the needs for augmented reality in business training.

2. Given the instruction about augmented reality, people in Busitco will apply the idea of augmented reality to their businesses or fields.
     The learners will come up with some applicable ideas to their businesses by employing augmented reality techniques.
     The learners will use augmented reality in their real life at least once.

3. Given the instruction about augmented reality, people in Busitco will be confident in adopting new technologies and ideas to their businesses and lives.
     The learners will keep thinking of new business ideas by using new technologies.

To be continued...

Condition (C) and Degree of learning (D)

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"Children learn best when the content is relevant to them and when they can connect new learning with old," says Marcia Baldanza, principal of Patrick Henry Elementary School in Alexandria, Virginia. “Finding the Velcro to make those connections can be challenging, but with games, it's easy." Baldanza, who feels that playing games has strengthened teacher-student and student-student relationships at her school, notes that students like games because they have fun and learn at the same time, and teachers like them because games help build students’ academic confidence, as well as social and problem-solving skills.

Learn More About Using Games in the Classroom Education World has published a number of articles and lessons on using games to teach and motivate. They include:

Integrating Games Into the Curriculum

Pre-K-2 Students Play and Learn Online

Learning Games for Students in Grades 3-5

Chess Clubs Give Kids New Skills -- and New Hope

Read more at www.educationworld.com

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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 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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