Tuesday, 5 February 2013

Book: E-Learning by Design

Horton, W. (2011). E-Learning by Design. Second Edition. San Francisco: Wiley.

About this book:
E-Learning by Design provides a comprehensive, detailed look at the concepts and processes of developing, creating and implementing a successful e-Learning program. Horton's practical, down-to-earth approach offers clear information and instruction without over simplifying. Readers will learn to build customized e-Learning programs from scratch, building on core principles of instructional design to:
  • develop meaningful activities and lessons 
  • create and administer online tests and assessments 
  • design learning games and simulations, and 
  • effectively implement an individualized program 
The second edition will feature chapter-by-chapter revisions and add new sections and updates that address: new delivery technologies, including social networking, mobile learning, and the use of other new mobile devices; learning from available content; repurposing content; setting and following quality Standards, a revised Catalyst Model and Examples, How We Will Learn Model and Examples, and designing for International and Multi-cultural Audiences, as well as all-new contemporary case studies, examples, and activities. New edition will also include two free online resources: a downloadable instructor's manual, and a premium content site featuring additional examples and case studies, tools and resources.

Table of Contents
About the Author
Front Matter as PDF
Take a look into the book.

Tuesday, 28 February 2012

LMT 36(2): Special Issue on the Future of Learning Design

Last year (2011) Learning, Media and Technologies published as Issue 2 of Volume 36 a special issue on the  Future of Learning Design. The special issue covers learning design patterns, the practice of learning design, learning design as storytelling, and learning design for workplace learning.

Tuesday, 29 March 2011

Learning Design Theories

  • 4C-ID Model
  • Algo-Heuristic Theory
  • ARCS
  • Backward Design
  • Cognitive Apprenticeship
  • Component Display Theory (Merrill)
  • Criterion Referenced Instruction
  • Dick and Carey
  • Discovery Learning
  • Elaboration Theory
  • Empathic instructional design
  • Gerlach ed Ely
  • Goal-based scenarios
  • Hannafin-Peck Model
  • Kemp Design Model
  • Kirk and Gustafson Model
  • Instructional Systems Design ISD
  • Integrative Learning Design Framework for Online Learning
  • Iterative Design
  • Gagnè’s Nine Steps
  • Organizational Elements Model (OEM)
  • Rapid Prototyping
  • Spiral Model
  • Transactional Distance

Sunday, 12 December 2010

Learning Designs and Twitter

Tweets related to the Learning Designs Blog are marked with #learningdesigns. Try it or search it!

CD4TEL 2011: Computational Design for Technology Enhanced Learning

"CD4TEL 2011 – Computational Design for Technology Enhanced Learning is a technical session organized as part of the International Conference on Computational Science and its Applications (ICCSA 2011). Papers will be published as part of the conference proceedings by Springer in the Lecture Notes in Computer Science (LNCS) series.
Background: Providing computational design support for orchestration of activities, roles, resources, and systems in Technology-Enhanced Learning (TEL) is a complex task. It requires integrated thinking and interweaving of state-of-the-art knowledge in computer science, human-computer interaction, pedagogy, instructional design and curricular subject domains. Consequently, even where examples of successful practice or even standards and specifications like IMS Learning Design exist, it is often hard to apply and (re)use these efficiently and systematically. This interdisciplinary technical session aims to bring together practitioners and researchers from diverse backgrounds such as computer science, education, and cognitive sciences to share their proposals and findings related with the computational design of activities, resources and systems for TEL applications.
Topics: CD4TEL is seeking original, unpublished work on topics of relevance to methods, languages, applications and tools for supporting system design and learning design in technology enhanced learning. → See the detailed list of topics." [CD4TEL Website]

Call for papers - flyer

Monday, 4 October 2010

MACE for Educators

MACE supports teachers and learners to increase their knowledge about architecture and construction engineering, it maintains teaching and learning processes and offers a set of various possibilities to utilise the MACE portal and the competence toolset in education. This project enables access to learning units and digital architectural contents irrespective of provenance and language. It provides services for meta-tagging and content navigation as well as search and reuse functions via different possibilities. MACE allows visitors to navigate metadata in order to access content repositories through a toolset for a critical mass of digital content for learning with semantically well-defined metadata and associated formal descriptions that give meaning to metadata. These tools enable the application of quality content based services. MACE contributes an infrastructure that allows interested visitors to participate, even after the project has ended. The competence toolset is part of this infrastructure.

On the MACE project website the MACE tools and services as well as the IMS-LD packeges are described. The web-pages include a short introduction into IMS-LD too.

  1. Description of the Competence Toolset (Page 2)
  2. Teaching Process and Modelling Learning Activities - IMS-LD (Page 3)
  3. ReCourse Learning Design Editor (Page 4)
  4. Learning Design Template and Examples for MACE (Page 5)
  5. OAI-PMH Target (Page 6)
  6. Recommended Literature for IMS-LD and Instructional Design (Page 7)
The IMS-LD packages are available on the left navigation bar of this blog.

MACE Portal
MACE Project Website
MACE Competence Administration

Thursday, 30 September 2010

Orchestrating Learning using adaptive educational designs in IMS LD

I presented our paper on the challenges of modelling adaptive/personalisable educational designs using IMS LD at the ECTEL conference in Barcelona. Of course, we share the slides.

Monday, 13 September 2010

IMS LD Tutorial at ICCE 2010

The committee of the 18th International Conference on Computers in Education (ICCE 2010) has accepted a full day tutorial on modelling adaptive units of learning with IMS Learning Design. The tutorial covers the practical aspects of our ECTEL2010 paper and is held by Christian Glahn and Marcus Specht.

The ICCE2010 takes place in Putrajaya, Malaysia from November 29 to December 3, 2010.

If you are planning to attend the conference or are in the area, the tutorial is a good opportunity to catch up some hands-on experiences of the latest developments in IMS Learning Design.

Check the full call for participation for the details.

Monday, 30 August 2010

Literature - Instructional Design Books

Dick, W., Carey, L., Carey, J. O. (2009). The Systematic Design of Instruction. 7th Edition. Upper Saddle River, New Jersey: Merrill, Pearson.
Google Books

Gagné, R. M, Wager, W. W., Goals, K. C., Keller, J. M. (2005). Principles of Instructional Design. 5th Edition. Belmont, CA: Wadsworth, Cengage Learning.
Google Books

Smith, P. L & Ragan, T. J. (2005). Instructional Design. 3rd Edition. Hoboken, NJ: John Wiley & Sons, Inc.
Google Books

Monday, 7 June 2010

How to create a Learning Design - General steps

  1. Give a general description of the UoL (Abstract).
  2. Define and describe the learning method - the pedagogical model (learning/teaching method).
  3. Define the structure of the IMS-LD:
    - define and describe the learning and teaching activities;
    - define the roles (learner 1, learner 2, teacher, tutor, ...);
    - define and describe the learning objectives and learning outcomes;
    - create learning environment (learning objects/knowledge objects, tool objects, ...).

Monday, 26 April 2010

Literature for Orchestrating Learning and Adaptive Educational Designs

Burgos, D., Tattersall, C., & Koper, R. (2007). How to represent adaptation in eLearning with IMS Learning Design. Interactive Learning Environments, 15(2), 161-170.

Dron, J. (2007). Control and Constraint in E-Learning: Choosing When to Choose. Hershey, PA: IGI Publishing.

Goodyear, P., & Yang, D. (2009). Patterns and pattern languages in educational design. In L. Lockyer, S. Bennett, S. Agostinho & B. Harper (Eds.), Handbook of Research on Learning Design and Learning Objects: Issues, Applications and Technologies (pp. 167-187). Hershey PA: IGI Global.

Paramythis, A., & Loidl-Reisinger, S. (2004). Adaptive learning environments and elearning standards. Electronic Journal of eLearning, EJEL, 2(1), March 2004, 182-194. Retrieved April 15, 2010 from http://www.ejel.org/volume-2/vol2-issue1/issue1-art11-paramythis.pdf

Specht, M. & Burgos, D. (2006). Implementing Adaptive Educational Methods with IMS Learning Design. Proceedings of Adaptive Hypermedia. June, Dublin, Ireland.

Van Rosmalen, P., Vogten, H., van Es, R., Passier, H., Poelmans, P., & Koper, R. (2006). Authoring a full life cycle model in standards-based, adaptive e-learning.

Verpoorten, D., Glahn, C., Kravcik, M., Ternier, S., & Specht, M. (2009). Personalisation of Learning in Virtual Learning Environments. In U. Cress, V. Dimitrova & M. Specht (Eds.), Learning in the Synergy of Multiple Disciplines (pp. 52-66). Berlin: Springer-Verlag.

Van der Sluijs, K. & Höver, K.M. (2009). Integrating adaptive functionality in a LMS. International Journal of Emerging Technologies in Learning (iJET), 4(4), 46-50.

2009 Marion R. Gruber, CELSTEC, OUNL

Wednesday, 24 March 2010

LearnVerbs - use verbs to design learning (learning design)

LearnVerbs are verbs that can be used to describe learning processes and to define learning activities, learning objectives, and learning outcomes. The Hybrid Learning Model (CETL(NI): Institutional E-Learning Services, University of Ulster at Jordantown) is also helpful to capture, describe, reflect on and plan good practice in teaching and learning.

In the first stage I've listed the verbs (action verbs) alphabetically (TBC) ...

  • activate
  • analyse
  • apply
  • appreciate
  • assess
  • attribute

  • be able to
  • be aware of
  • build

  • calculate
  • carry out
  • check
  • choose
  • classify
  • compare
  • compute
  • contrast
  • convert
  • create
  • critique

  • deduce
  • defend
  • demonstrate
  • describe
  • design
  • determine
  • develop
  • devise
  • differentiate
  • discriminate
  • discuss
  • distinguish
  • distribute

  • enhance
  • evaluate
  • execute
  • exemplify
  • explain
  • explore
  • expand

  • generate
  • get an insight

  • identify
  • illustrate
  • implement
  • infer
  • innovate
  • install
  • interpret

  • justify

  • manipulate
  • model
  • modify

  • organise
  • outline

  • paraphrase
  • perform
  • plan
  • produce
  • prove
  • provide

  • recall
  • recognise
  • reflect
  • relate to
  • review
  • rewrite

  • search
  • select
  • solve
  • specify
  • state
  • study
  • sub-divide
  • summarise

  • use

  • write

Wednesday, 10 March 2010

Literature Review - Essential books in the field of instructional design and technology

"This article describes the results of a study to determine the books that instructional design and technology professionals believed were most important to the field. Participants in this study were 77 professionals from different areas of the field, including education, business, and government. The purpose of the study was to create a snapshot of the books that form the theoretical and practical foundation of the field of instructional design and technology at this time in the field’s history. A survey was conducted asking participants to rank the importance of books on a four-point scale from “profoundly important” to “unimportant”. The data were then analysed using descriptive and inferential statistics. Results indicate that the importance of a book varies widely, based on factors such as a person’s area of interest in the field, degree level, and age. Overall, however, the study found that 10 books were viewed as being among the most important by most respondent groups. This core group of books should be included in every instructional designer’s or technologist’s personal library." [Ouimette, J., Surry, D. W., Grubb, A., & Hall, D. A. (2009). Essential books in the field of instructional design and technology. In: Australasian Journal of Educational Technology, 25(5), 731-747]

Ouimette, J., Surry, D. W., Grubb, A., & Hall, D. A. (2009). Essential books in the field of instructional design and technology. In: Australasian Journal of Educational Technology, 25(5), 731-747