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==DRAFT DRAFT  E-Learning Design Principles 05-899 DRAFT DRAFT==
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====Course Details====
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Fall 2013 Syllabus Carnegie Mellon University
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More recent version at [[E-Learning Design Principles 2014]]
 +
 
 +
Course number & official name: 05-899 Special Topics in HCI: E-Learning Design Principles
 +
 
 +
Semester: Fall 2013  
 +
 
 +
Carnegie Mellon University
 
   
 
   
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====Class times====
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=====Class times=====
 
1:30 to 2:50 Tuesday & Thursday
 
1:30 to 2:50 Tuesday & Thursday
  
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====Location====
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=====Location=====
 
5222 Gates-Hillman Center (GHC)
 
5222 Gates-Hillman Center (GHC)
  
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====Instructor====
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=====Instructor=====
 
Professor Ken Koedinger
 
Professor Ken Koedinger
  
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Email: Koedinger@cmu.edu, Office hours by appointment
 
Email: Koedinger@cmu.edu, Office hours by appointment
  
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====Class URLs====   
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=====Course Prerequisites=====
 +
To enroll you must either be in the Masters of Educational Technology and Applied Learning Science (METALS) or get the permission of the instruction.
 +
 
 +
=====Textbook and Readings=====
 +
"E-Learning and the Science of Instruction: 3rd edition" by Ruth Colvin Clark and Richard E. Mayer.
 +
 +
Other readings will be assigned in class.  See below.
 +
 
 +
=====Class URLs=====   
 
Syllabus and useful links: [http://learnlab.org/research/wiki/index.php/E-learning_Design_Principles_2013 learnlab.org/research/wiki/index.php/E-learning_Design_Principles_2013]
 
Syllabus and useful links: [http://learnlab.org/research/wiki/index.php/E-learning_Design_Principles_2013 learnlab.org/research/wiki/index.php/E-learning_Design_Principles_2013]
  
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For reading reports: [http://www.cmu.edu/blackboard/ www.cmu.edu/blackboard]
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For quizzes and reading reports go [http://www.cmu.edu/blackboard/ www.cmu.edu/blackboard]. The course is listed as "Special Topics in HCI".
  
 
====Goals====
 
====Goals====
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+
This course is about e-learning design principles, the evidence and theory behind them, and how to apply these principles to develop effective educational technologies. It is organized around the book "e-Learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of Multimedia Learning" by Clark & Mayer with further readings drawn from cognitive science, educational psychology, and human-computer interaction. You will learn design principles 1) for combining words, audio, and graphics in multimedia instruction, 2) for combining examples, explanations, practice and feedback in online support for learning by doing, and 3) for balancing learner versus system control and supporting student metacognition. You will read about the experiments that support these design principles, see examples of how to design such experiments, and practice applying the principles in educational technology development.
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====Course Prerequisites====
 
−
To enroll you must either be in the Masters of Educational Technology and Applied Learning Science (METALS) or get the permission of the instruction.
 
−
 
 
−
====Textbook and Readings====
 
−
"E-Learning and the Science of Instruction: 3rd edition" by Ruth Colvin Clark and Richard E. Mayer.  
 
−
Other readings will be assigned in class.  See below.
 
  
 
====Flipped Homework: Reading Reports and Reading Quizzes====
 
====Flipped Homework: Reading Reports and Reading Quizzes====
  
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We are often going to implement "flipped homework", a variation on the flipped classroom idea you might have heard of. Flipped homework is an assignment before a relevant class meeting rather than after it. It helps students (you!) to "problematize" the topic -- to get a better
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You will have "flipped homework", a variation on the flipped classroom idea you might have heard of. Flipped homework is an assignment before a relevant class meeting rather than after it. It helps you to check your understanding of what you read, to practice to enhance your memory (we will talk about the "testing effect" in class), and to get a better sense of what you don't know so you are prepared to ask questions in class. It also helps instructors focus the class discussion to better avoid belaboring known points and pursue student needs and interests.
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sense of what you don't know and what questions you have. It helps instructors focus the class discussion to better avoid belaboring what students already know and to better pursue student needs and interests.
 
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Before some class sessions, you will asked to do a quiz associated with the assigned book chapter.  The quizzes will be on the Blackboard site ([http://www.cmu.edu/blackboard/ www.cmu.edu/blackboard]) for the course. 
 
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Before other class sessions, you will be asked to write "reading reports".  We will use the discussion board on Blackboard ([http://www.cmu.edu/blackboard/ www.cmu.edu/blackboard]) for this purpose.  Unless otherwise directed, you should make '''two posts''' on the readings '''before 9am''' on the day of class that those readings are due.  If slides for the class are available, please review these as well.
 
  
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These posts serve multiple purposes: 1) to improve your understanding and learning from the readings, 2) to provide instructors with insight into what aspects of the readings merit further discussion, either because of student need or interest, and 3) as an incentive to do the readings before class!
+
Before some class sessions, you will asked to do a quiz associated with the assigned book chapter.  The quizzes will be on the Blackboard site ([http://www.cmu.edu/blackboard/ www.cmu.edu/blackboard], the course is listed as "Special Topics in HCI"). Before other class sessions, you will be asked to write "reading reports".  We will use the discussion board on Blackboard. You should complete assigned quizzes or reading reports ''before 9am''' on the day of class.
  
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In general, please come to class prepared to ask questions and give answers.
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For reading reports, the discussion forum post will usually direct you as to how to reply.   
−
   
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If not otherwise directed, you should make '''two posts''' on the readings. Your ''two'' posts may be original or in response to another post (one of both is nice).
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Your ''two'' posts may be original or in response to another post (one of both is nice).
 
 
*Original posts should contain one or more of the following:
 
*Original posts should contain one or more of the following:
 
**something you learned from the reading or slides
 
**something you learned from the reading or slides
 
**a question you have about the reading or slides or about the topic in general
 
**a question you have about the reading or slides or about the topic in general
 
**a connection with something you learned or did previously in this or another course, or in other professional work or research
 
**a connection with something you learned or did previously in this or another course, or in other professional work or research
 +
*Replies should be an on-topic, relevant response, clarification, or further comment on another student’s post.
  
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*Replies should be an on-topic, relevant response, clarification, or further comment on another student’s post.
+
In general, please come to class prepared to ask questions and give answers.
  
 
====Grading====
 
====Grading====
  
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There will be assignments associated with each section of the course.  Grades will be determined by your performance on these assignments, by before-class preparation activities including reading reports, by your participation in class, and by a final paper.
+
* 55% Final Project
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+
** 45% Six parts of final project, 7.5% each
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* Course work
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** 10% Final project submission
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** 30% Before-class preparation, including reading reports, and in-class participation 
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* 5% E-Learning examples assignment
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** 40% Assignments
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* 10% Peer review and feedback
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* Project & final paper - Due May 10.
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* 10% Pre-class quizzes & reading reports
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** 30% Design a new study based on one or more of these methods that pushes your own research in a new direction.
+
* 10% Chapter summary 
−
:# Apply a method from the class to your research. You should not choose a method that you already know well.
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* 10% Class participation
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:# Think of it as writing a grant proposal. Because some methods will be introduced after the project proposal date, we are open to a modification in your project to apply the newly introduced method.  But, please check with us to get feedback and approval on a proposed change.
 
−
:# No more than 15 double-spaced pages. Be efficient. Space is always limited in academic publications and you will find it useful to learn to include only what is important. Since this is styled as a grant proposal, please include some literature review and discussion of significance of the area you want to investigate. You should also briefly detail plans for participants, explain specifically how you will apply the method, and describe how you will analyze the data.
 
  
 
====Class Schedule in Brief====  
 
====Class Schedule in Brief====  
−
*Aug 27 Overview; Examples Assignment; Project
+
*E-Learning Introduction 8-27 to 9-5
−
*Aug 29 1.E-learning; KLI Framework events
+
**Aug 27 Overview; Examples Assignment; Project
−
*Sept 3 2.How People Learn; KLI KC's
+
**Aug 29 1.E-learning; KLI Framework events (The "1." indicates this is a chapter in the Clark & Mayer book)
−
*Sept 5 3.Evidence-based practice; KLI Learning & Instructional Events
+
**Sept 3 2.How People Learn; KLI KC's
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*Sept 10 Determining instructional goals (tasks)
+
**Sept 5 3.Evidence-based practice; KLI Learning & Instructional Events
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*Sept 12 Guest lecture
+
*Instructional Goals and Cognitive Task Analysis 9-10 to 9-17
−
*Sept 17 Discovering learning objectives (KCs) & Rational Cognitive Task Analysis
+
**Sept 10 Determining instructional goals (tasks)
−
*Sept 19 4.Multi-media Principle
+
**Sept 12 Guest lecture
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*Sept 24 Empirical Cognitive Task Analysis: Think aloud
+
**Sept 17 Discovering learning objectives (KCs) & Rational Cognitive Task Analysis
−
*Sept 26 5.Contiguity Principle
+
*Multimedia Principles and Cognitive Task Analysis 9-19 to 10-17
−
*Oct 1 CTA: DFA & Model building
+
**Sept 19 4.Multi-media Principle
−
*Oct 3 6.Modality Principle & 7.Redundancy Principle  
+
**Sept 24 Empirical Cognitive Task Analysis: Think aloud
−
*Oct 8 CTA & Designing Assessments for Continual Improvement
+
**Sept 26 5.Contiguity Principle
−
*Oct 10 Midterm review; Flex topic
+
**Oct 1 CTA: DFA & Model building
−
*Oct 15 8.Coherence Principle
+
**Oct 3 6.Modality Principle & 7.Redundancy Principle  
−
*Oct 17 9.Personalization Principle
+
**Oct 8 CTA & Designing Assessments for Continual Improvement
−
*Oct 22 10.Segmenting and Pretraining
+
**Oct 10 Midterm review; Flex topic
−
*Oct 24 KLI & Selecting appropriate instructional principles
+
**Oct 15 8.Coherence Principle
−
*Oct 29 11.Leveraging Examples in E-Learning
+
**Oct 17 9.Personalization Principle
−
*Oct 31 12.Does Practice Make Perfect
+
*Learning By Doing Principles 10-22 to 11-19
−
*Nov 5 13.Learning Together Virtually
+
**Oct 22 10.Segmenting and Pretraining
−
*Nov 7 14.Who’s in Control?
+
**Oct 24 KLI & Selecting appropriate instructional principles
−
*Nov 12 15.E-Learning to Build Problem Solving Skill
+
**Oct 29 11.Leveraging Examples in E-Learning
−
*Nov 14 16.Simulations and Games
+
**Oct 31 12.Does Practice Make Perfect
−
*Nov 19 17.Applying the Guidelines
+
**Nov 5 13.Learning Together Virtually
−
*Nov 21 Project Presentations
+
**Nov 7 14.Who’s in Control?
−
*Nov 26 Project Presentations
+
**Nov 12 15.E-Learning to Build Problem Solving Skill
−
*Nov 28 Thanksgiving, no class
+
**Nov 14 16.Simulations and Games
−
*Dec 3 Project Presentations
+
**Nov 19 17.Applying the Guidelines
−
*Dec 5 Project Presentations
+
*Project Presentations 11-21 to 12-5
−
*Dec 13 Project Due
+
**Nov 21 Project Presentations
 +
**Nov 26 Project Presentations
 +
**Nov 28 Thanksgiving, no class
 +
**Dec 3 Project Presentations
 +
**Dec 5 Project Presentations
 +
*Final Project due Dec 13
  
 
====Class Schedule with Readings and Assignments====  
 
====Class Schedule with Readings and Assignments====  
  
−
'''NOTE:''' This section is "living" -- it will grow as the semester goes on.
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'''NOTE:''' This section is "living" -- it will grow and change as the semester goes on.
 +
 
 +
=====''E-Learning Introduction 8-27 to 9-5''=====
  
 
*8-27 Overview, course project, your interests
 
*8-27 Overview, course project, your interests
 
**Class activity: Discuss your interests in e-learning
 
**Class activity: Discuss your interests in e-learning
−
**Assignment: Examples, due next Thursday, 9-5
+
**Assignment: [[Media:edtech-example-review-assignment.docx|Examples (click to get)]] is due next Thursday, 9-5
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***BUT bring two screen shots of your first example to next class
+
***BRING two screen shots of your first example to ''next'' class
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**Assignment: Project step 1, due subsequent Thursday, 9-12
+
**Assignment: [[Media:E-learning-project-assignment-2013.docx|Project]] step 1 is due in 16 days on Thursday, 9-12
−
**NOTE1: You will have some time in class to make progress on Assignments
+
**NOTE: See reading assignment for next time on next date.
−
**NOTE2: See reading for next time below
 
  
−
*8-29 E-learning intro and KLI Framework events
+
*8-29 E-learning intro and KLI Framework events [[Media:L01-e-learning-promises-pitfalls.pptx|(Click here for slides)]]
 
**Class activity: Promises & pitfalls review of e-learning examples
 
**Class activity: Promises & pitfalls review of e-learning examples
−
**Reading (from course book): 1.e-Learning: Promise & Pitfalls (28 pages)
+
***BRING two screen shots of your first example to this class
 +
**Reading (from course book): 1.e-Learning: Promise & Pitfalls (28 pages). [[Media:E-Learning-Ch1.pdf|You can get this chapter here this time]] but order the book right now!
 
***Pre-class quiz: Answer questions for Chpt1 Quiz on Blackboard
 
***Pre-class quiz: Answer questions for Chpt1 Quiz on Blackboard
−
**Reading: KLI Framework paper, just sections 1-2 (7 pages)
+
**For next time:
−
***Post: Do at least one post to answer one of the following questions or make a needed addition or correction to another answer: Define one of the three kinds of events in KLI (should be answered 3 times). What can be directly observed and what must be inferred?  What's an example of an activity that is both an instructional event and assessment event?  How does the scope of KLI differ from cognitive neuroscience?  How does the scope of KLI differ from socio-cultural education research? What is a motivation for developing KLI (can be answered multiple times)?
+
***BRING two screen shots of your ''second'' example to this class
 +
***Review project step1 and come with a preliminary project idea.  You might write some thoughts down, but you do not need to hand anything in.
 +
***a) Do the two readings, b) associated quiz & c) discussion board post on Blackboard
  
−
*9-3 How People Learn and KLI Knowledge Components
+
*9-3 How People Learn and KLI Knowledge Components [[Media:L02-ELDP-how-people-learn.pptx|(Slides)]]
 +
**Read Ch2.How Do People Learn from E-Courses (20 pages) [[Media:E-Learning-Ch2.pdf|You can get this chapter here this '''last''' time!]]
 +
***Pre-class quiz: Answer questions for Chpt2 Quiz on Blackboard (5 minutes)
 +
**Read [[Media:KLI-Framework-KoedingerCorbettPerfetti2012.pdf|KLI Framework paper]] sections 1-3 (18 pages)
 +
***Make one post to Blackboard -- see questions in Forum introduction
 +
**Class activity: KC type in e-learning examples
 +
***BRING two screen shots of your ''second'' example to this class.
 
**Class activity: Project idea discussion
 
**Class activity: Project idea discussion
−
**Class activity: KC type in e-learning examples
+
***Come prepared with a preliminary project idea
−
**Reading: 2.How Do People Learn from E-Courses (20 pages)
 
−
**Reading: KLI section 3 (11 pages)
 
  
−
*9-5 Evidence-based practice and KLI Learning & Instructional Events
+
*9-5 Evidence-based practice and KLI Learning & Instructional Events [[Media: (Slides)]]
 +
**Reading: 3.Evidence-based practice (18 pages)
 +
***Pre-class quiz: Answer questions for Chpt3 Quiz on Blackboard
 +
**Reading: KLI sect 4-5 (12 pages)
 +
***Make one post to Blackboard -- see questions in Forum introduction
 
**Class activity: Principles present in e-learning examples
 
**Class activity: Principles present in e-learning examples
−
**Reading: 3.Evidence-based practice (18 pages)
+
**DUE: [[Media:edtech-example-review-assignment.docx|Examples assignment]] is due at beginning of class. Please submit on blackboard.
−
**Reading: KLI sect 4-5 (12 pages)
+
 
−
**Due: Examples
+
=====Instructional Goals and Cognitive Task Analysis 9-10 to 9-17=====
−
**Assignment:  
+
 
 +
*9-10 Goals, assessment tasks, cognitive task analysis, and instructional design
 +
**Class activity: Review Project ideas and step 1 write-up requirements; consider assessment tasks
 +
**Reading: [[Media:Feldon_Timmerman_etal_2010.pdf|Feldon paper]]
 +
***Posts: Do two posts on the Feldon reading.
 +
 
 +
*9-12 Cognitive Task Analysis and Think Alouds by guest lecturer Vincent Aleven
 +
**DUE: Project step P1: Domain, Context & Initial Resources
 +
**Assignment: Project step P2 is due on 9-26
 +
**Reading: [[Media:Lovett98.pdf|Lovett paper]] and [[Media:Gomoll-90.pdf|Gomoll paper]]
 +
***Posts: Do two posts (total) on the Lovett and Gomoll papers.
  
−
*9-10 Determining instructional goals (tasks)
+
*9-17 Discovering learning objectives (KCs) and Rational Cognitive Task Analysis
−
**Class activity: Review P1 write-up reqs; Benchmark task spec
+
**Reading: [[Media:Zhu&Simon-1987.pdf|Zhu & Simon paper]]
−
**Reading: Clark(or Feldon) paper; Contextual Inquiry?
+
***Posts: Do two posts (total) on the readings.
  
−
*9-12 Guest lecture
+
=====Multimedia Principles and Cognitive Task Analysis 9-19 to 10-17=====
−
**Due: Project step P1: Domain, Context & Initial Resources
 
−
**Assignment: P2 due on 9-26
 
−
*9-17 Discovering learning objectices (KCs) and Rational Cognitive Task Analysis
 
−
**Reading: Newell & Simon?; Zhu & Simon?
 
 
*9-19 Multi-media Principle
 
*9-19 Multi-media Principle
−
**Reading: 4.Multi-media Principle (24 pages)
+
**Reading: 4.Multi-media Principle (24 pages)
−
*9-24 Empirical Cognitive Task Analysis: Think aloud
+
*** Do the quiz and one post.
−
**Reading: Gomol; [& suggestion from Aleven?]
+
 
 +
*9-24 Empirical CTA: Difficulty Factors Assessment (DFA)
 +
**Reading: [[Media:CogSci97-Heffernan-distrib.pdf‎ | Heffernan paper]]
 +
***Do two posts on the reading
 +
**Come with an attempt at a model of one your task solutions and, ideally, with an initial draft of project step 2.
 +
 
 
*9-26 Contiguity Principle
 
*9-26 Contiguity Principle
 
**Reading: 5.Contiguity Principle (24 pages)
 
**Reading: 5.Contiguity Principle (24 pages)
 
**Due: P2:Benchmark Tasks & Rational Cognitive Task Analysis
 
**Due: P2:Benchmark Tasks & Rational Cognitive Task Analysis
 +
**Class activity: Peer review of P2
  
−
*10-1 CTA: DFA & Model building
+
*10-1 From CTA to model building & instructional design
−
**Reading: Picture Algebra?
+
**Reading: [[Media:CS02-koedinger-terao-rev.pdf | Picture Algebra paper]]
 +
**Class activity: Work on P3. How will you collect data?
  
−
*10-3 Modality Principle & 7.Redundancy Principle
+
*10-3 Modality Principle
−
**Reading: 6.Modality Principle & 7.Redundancy Principle (36 pages)
+
**Reading: 6.Modality Principle (18 pages)
 +
**Class activity: Work on P3. Analyzing your data
  
−
*10-8 CTA & Designing Assessments for Continual Improvement
+
*10-8 Redundancy Principle & CTA via Data Mining
−
*10-10 Midterm quiz & review; Flex topic (design?) **Reading: Kirshner?
+
**Reading: 7.Redundancy Principle (18 pages)
 +
**Reading: [[Media:Koedinger-et-al-aied2013.pdf | e-learning data to improvement]] (10 pages)
 +
 
 +
*10-10 Flex topic: Design & Urban Legends Do Learners Really Know Best? Urban Legends in Education
 +
**Reading: [http://www.articulate.com/rapid-elearning/visual-graphic-design/ Visual & Graphic Design for e-learning blog]
 +
**Optional reading: [[Media:Kirschner-Merrienboer-2013.pdf | Do Learners Really Know Best? Urban Legends in Education]]
 
**Due: P3: Empirical Cognitive Task Analysis & Cognitive Model of Instructional Goals
 
**Due: P3: Empirical Cognitive Task Analysis & Cognitive Model of Instructional Goals
−
*10-15 Coherence Principle
+
 
 +
*10-15 Richard Clark visit to class [Was previously Coherence Principle]
 +
**Reading: [[Media:Clark_CTA_In_Healthcare_Chapter_2012.pdf‎ | Clark_CTA_In_Healthcare_Chapter_2012.pdf‎]]
 +
**See his talk on Monday at 3pm in 6115 Gates
 +
**Do 2 posts and come prepared to ask him good questions 
 +
 
 +
*10-17 Coherence and Personalization Principles
 
**Reading: 8.Coherence Principle (28 pages)
 
**Reading: 8.Coherence Principle (28 pages)
−
*10-17 Personalization Principle
 
 
**Reading: 9.Personalization Principle (26 pages)
 
**Reading: 9.Personalization Principle (26 pages)
 +
 +
=====Learning By Doing Principles 10-22 to 11-19 =====
 
*10-22 Segmenting and Pretraining  
 
*10-22 Segmenting and Pretraining  
 
**Reading: 10.Segmenting and Pretraining (18 pages)
 
**Reading: 10.Segmenting and Pretraining (18 pages)
 +
**Do quiz and one post
 +
 
*10-24 KLI & Selecting appropriate instructional principles  
 
*10-24 KLI & Selecting appropriate instructional principles  
−
**Reading: KLI sect 6-7
+
**Reading: KLI sections 6-7
−
Due: P4: Assessment & Initial Instructional Design  
+
**DUE: P4: Assessment & Initial Instructional Design  
−
Assignment: P5
+
**Assignment: P5 is due 11-7
 +
 
 
*10-29 Leveraging Examples in E-Learning
 
*10-29 Leveraging Examples in E-Learning
 
**Reading: 11.Leveraging Examples in E-Learning (28 pages)
 
**Reading: 11.Leveraging Examples in E-Learning (28 pages)
Line 170: Line 216:
 
*10-31 Does Practice Make Perfect
 
*10-31 Does Practice Make Perfect
 
**Reading: 12.Does Practice Make Perfect (28 pages)
 
**Reading: 12.Does Practice Make Perfect (28 pages)
−
**Reading: Cognitive Tutor principles?
 
  
 
*11-5 Learning Together Virtually
 
*11-5 Learning Together Virtually
 
**Reading: 13.Learning Together Virtually (30 pages)
 
**Reading: 13.Learning Together Virtually (30 pages)
 +
 
*11-7 Who’s in Control?
 
*11-7 Who’s in Control?
 
**Reading: 14.Who’s in Control? 30 pages)
 
**Reading: 14.Who’s in Control? 30 pages)
−
Due: P5: Instructional Design Prototyping & Testing
+
 
−
Assignment: P6
+
*11-12 Simulations and Games
−
*11-12 15.E-Learning to Build Problem Solving Skill
+
**Reading: 16.Simulations and Games (32 pages)
−
**Reading: 15.E-Learning to Build Problem Solving Skill 30 pages)
+
**DUE: P5: Instructional Design Prototyping & Testing
−
*11-14 16.Simulations and Games
+
**Assignment: P6 is due 11-26
−
**Reading: 16.Simulations and Games 32
+
 
−
*11-19 17.Applying the Guidelines 17.Applying the Guidelines 24
+
*11-14 E-Learning to Build Problem Solving Skill
−
*11-21 Project Presentations Class Presentations
+
**Reading: 15.E-Learning to Build Problem Solving Skill (30 pages)
−
*11-26 Project Presentations Faculty course evaluation Final Prj P6: Research Design 
+
 
 +
*11-19 Applying the Guidelines
 +
**Reading: 17.Applying the Guidelines (24 pages)
 +
 
 +
=====Project Presentations 11-21 to 12-5=====
 +
 
 +
*11-21 Project Presentations
 +
*11-26 Project Presentations
 +
**Faculty course evaluation
 +
**Changed "Due: P6: Research Design" to revise your project with a particular focus on improving steps 3 and 5. Turn all your revisions in as part of the final project and include the reflection statement (see the project assignment handout).
 +
**Assignment: Final Project is due 12-13
 
*11-28 Thanksgiving, no class
 
*11-28 Thanksgiving, no class
 
*12-3 Project Presentations
 
*12-3 Project Presentations
 
*12-5 Project Presentations
 
*12-5 Project Presentations
 +
 +
=====Final Project Due on 12-13=====
 
*12-13 Project Due
 
*12-13 Project Due

Latest revision as of 15:46, 16 April 2014

Course Details

More recent version at E-Learning Design Principles 2014

Course number & official name: 05-899 Special Topics in HCI: E-Learning Design Principles

Semester: Fall 2013

Carnegie Mellon University

Class times

1:30 to 2:50 Tuesday & Thursday

Location

5222 Gates-Hillman Center (GHC)

Instructor

Professor Ken Koedinger

Office: 3601 Newell-Simon Hall, Phone: 412-268-7667

Email: Koedinger@cmu.edu, Office hours by appointment

Course Prerequisites

To enroll you must either be in the Masters of Educational Technology and Applied Learning Science (METALS) or get the permission of the instruction.

Textbook and Readings

"E-Learning and the Science of Instruction: 3rd edition" by Ruth Colvin Clark and Richard E. Mayer.

Other readings will be assigned in class. See below.

Class URLs

Syllabus and useful links: learnlab.org/research/wiki/index.php/E-learning_Design_Principles_2013

For quizzes and reading reports go www.cmu.edu/blackboard. The course is listed as "Special Topics in HCI".

Goals

This course is about e-learning design principles, the evidence and theory behind them, and how to apply these principles to develop effective educational technologies. It is organized around the book "e-Learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of Multimedia Learning" by Clark & Mayer with further readings drawn from cognitive science, educational psychology, and human-computer interaction. You will learn design principles 1) for combining words, audio, and graphics in multimedia instruction, 2) for combining examples, explanations, practice and feedback in online support for learning by doing, and 3) for balancing learner versus system control and supporting student metacognition. You will read about the experiments that support these design principles, see examples of how to design such experiments, and practice applying the principles in educational technology development.

Flipped Homework: Reading Reports and Reading Quizzes

You will have "flipped homework", a variation on the flipped classroom idea you might have heard of. Flipped homework is an assignment before a relevant class meeting rather than after it. It helps you to check your understanding of what you read, to practice to enhance your memory (we will talk about the "testing effect" in class), and to get a better sense of what you don't know so you are prepared to ask questions in class. It also helps instructors focus the class discussion to better avoid belaboring known points and pursue student needs and interests.

Before some class sessions, you will asked to do a quiz associated with the assigned book chapter. The quizzes will be on the Blackboard site (www.cmu.edu/blackboard, the course is listed as "Special Topics in HCI"). Before other class sessions, you will be asked to write "reading reports". We will use the discussion board on Blackboard. You should complete assigned quizzes or reading reports before 9am' on the day of class.

For reading reports, the discussion forum post will usually direct you as to how to reply. If not otherwise directed, you should make two posts on the readings. Your two posts may be original or in response to another post (one of both is nice).

  • Original posts should contain one or more of the following:
    • something you learned from the reading or slides
    • a question you have about the reading or slides or about the topic in general
    • a connection with something you learned or did previously in this or another course, or in other professional work or research
  • Replies should be an on-topic, relevant response, clarification, or further comment on another student’s post.

In general, please come to class prepared to ask questions and give answers.

Grading

  • 55% Final Project
    • 45% Six parts of final project, 7.5% each
    • 10% Final project submission
  • 5% E-Learning examples assignment
  • 10% Peer review and feedback
  • 10% Pre-class quizzes & reading reports
  • 10% Chapter summary
  • 10% Class participation

Class Schedule in Brief

  • E-Learning Introduction 8-27 to 9-5
    • Aug 27 Overview; Examples Assignment; Project
    • Aug 29 1.E-learning; KLI Framework events (The "1." indicates this is a chapter in the Clark & Mayer book)
    • Sept 3 2.How People Learn; KLI KC's
    • Sept 5 3.Evidence-based practice; KLI Learning & Instructional Events
  • Instructional Goals and Cognitive Task Analysis 9-10 to 9-17
    • Sept 10 Determining instructional goals (tasks)
    • Sept 12 Guest lecture
    • Sept 17 Discovering learning objectives (KCs) & Rational Cognitive Task Analysis
  • Multimedia Principles and Cognitive Task Analysis 9-19 to 10-17
    • Sept 19 4.Multi-media Principle
    • Sept 24 Empirical Cognitive Task Analysis: Think aloud
    • Sept 26 5.Contiguity Principle
    • Oct 1 CTA: DFA & Model building
    • Oct 3 6.Modality Principle & 7.Redundancy Principle
    • Oct 8 CTA & Designing Assessments for Continual Improvement
    • Oct 10 Midterm review; Flex topic
    • Oct 15 8.Coherence Principle
    • Oct 17 9.Personalization Principle
  • Learning By Doing Principles 10-22 to 11-19
    • Oct 22 10.Segmenting and Pretraining
    • Oct 24 KLI & Selecting appropriate instructional principles
    • Oct 29 11.Leveraging Examples in E-Learning
    • Oct 31 12.Does Practice Make Perfect
    • Nov 5 13.Learning Together Virtually
    • Nov 7 14.Who’s in Control?
    • Nov 12 15.E-Learning to Build Problem Solving Skill
    • Nov 14 16.Simulations and Games
    • Nov 19 17.Applying the Guidelines
  • Project Presentations 11-21 to 12-5
    • Nov 21 Project Presentations
    • Nov 26 Project Presentations
    • Nov 28 Thanksgiving, no class
    • Dec 3 Project Presentations
    • Dec 5 Project Presentations
  • Final Project due Dec 13

Class Schedule with Readings and Assignments

NOTE: This section is "living" -- it will grow and change as the semester goes on.

E-Learning Introduction 8-27 to 9-5
  • 8-27 Overview, course project, your interests
    • Class activity: Discuss your interests in e-learning
    • Assignment: Examples (click to get) is due next Thursday, 9-5
      • BRING two screen shots of your first example to next class
    • Assignment: Project step 1 is due in 16 days on Thursday, 9-12
    • NOTE: See reading assignment for next time on next date.
  • 8-29 E-learning intro and KLI Framework events (Click here for slides)
    • Class activity: Promises & pitfalls review of e-learning examples
      • BRING two screen shots of your first example to this class
    • Reading (from course book): 1.e-Learning: Promise & Pitfalls (28 pages). You can get this chapter here this time but order the book right now!
      • Pre-class quiz: Answer questions for Chpt1 Quiz on Blackboard
    • For next time:
      • BRING two screen shots of your second example to this class
      • Review project step1 and come with a preliminary project idea. You might write some thoughts down, but you do not need to hand anything in.
      • a) Do the two readings, b) associated quiz & c) discussion board post on Blackboard
  • 9-3 How People Learn and KLI Knowledge Components (Slides)
    • Read Ch2.How Do People Learn from E-Courses (20 pages) You can get this chapter here this last time!
      • Pre-class quiz: Answer questions for Chpt2 Quiz on Blackboard (5 minutes)
    • Read KLI Framework paper sections 1-3 (18 pages)
      • Make one post to Blackboard -- see questions in Forum introduction
    • Class activity: KC type in e-learning examples
      • BRING two screen shots of your second example to this class.
    • Class activity: Project idea discussion
      • Come prepared with a preliminary project idea
  • 9-5 Evidence-based practice and KLI Learning & Instructional Events Media: (Slides)
    • Reading: 3.Evidence-based practice (18 pages)
      • Pre-class quiz: Answer questions for Chpt3 Quiz on Blackboard
    • Reading: KLI sect 4-5 (12 pages)
      • Make one post to Blackboard -- see questions in Forum introduction
    • Class activity: Principles present in e-learning examples
    • DUE: Examples assignment is due at beginning of class. Please submit on blackboard.
Instructional Goals and Cognitive Task Analysis 9-10 to 9-17
  • 9-10 Goals, assessment tasks, cognitive task analysis, and instructional design
    • Class activity: Review Project ideas and step 1 write-up requirements; consider assessment tasks
    • Reading: Feldon paper
      • Posts: Do two posts on the Feldon reading.
  • 9-12 Cognitive Task Analysis and Think Alouds by guest lecturer Vincent Aleven
    • DUE: Project step P1: Domain, Context & Initial Resources
    • Assignment: Project step P2 is due on 9-26
    • Reading: Lovett paper and Gomoll paper
      • Posts: Do two posts (total) on the Lovett and Gomoll papers.
  • 9-17 Discovering learning objectives (KCs) and Rational Cognitive Task Analysis
Multimedia Principles and Cognitive Task Analysis 9-19 to 10-17
  • 9-19 Multi-media Principle
    • Reading: 4.Multi-media Principle (24 pages)
      • Do the quiz and one post.
  • 9-24 Empirical CTA: Difficulty Factors Assessment (DFA)
    • Reading: Heffernan paper
      • Do two posts on the reading
    • Come with an attempt at a model of one your task solutions and, ideally, with an initial draft of project step 2.
  • 9-26 Contiguity Principle
    • Reading: 5.Contiguity Principle (24 pages)
    • Due: P2:Benchmark Tasks & Rational Cognitive Task Analysis
    • Class activity: Peer review of P2
  • 10-1 From CTA to model building & instructional design
  • 10-3 Modality Principle
    • Reading: 6.Modality Principle (18 pages)
    • Class activity: Work on P3. Analyzing your data
  • 10-15 Richard Clark visit to class [Was previously Coherence Principle]
  • 10-17 Coherence and Personalization Principles
    • Reading: 8.Coherence Principle (28 pages)
    • Reading: 9.Personalization Principle (26 pages)
Learning By Doing Principles 10-22 to 11-19
  • 10-22 Segmenting and Pretraining
    • Reading: 10.Segmenting and Pretraining (18 pages)
    • Do quiz and one post
  • 10-24 KLI & Selecting appropriate instructional principles
    • Reading: KLI sections 6-7
    • DUE: P4: Assessment & Initial Instructional Design
    • Assignment: P5 is due 11-7
  • 10-29 Leveraging Examples in E-Learning
    • Reading: 11.Leveraging Examples in E-Learning (28 pages)
  • 10-31 Does Practice Make Perfect
    • Reading: 12.Does Practice Make Perfect (28 pages)
  • 11-5 Learning Together Virtually
    • Reading: 13.Learning Together Virtually (30 pages)
  • 11-7 Who’s in Control?
    • Reading: 14.Who’s in Control? 30 pages)
  • 11-12 Simulations and Games
    • Reading: 16.Simulations and Games (32 pages)
    • DUE: P5: Instructional Design Prototyping & Testing
    • Assignment: P6 is due 11-26
  • 11-14 E-Learning to Build Problem Solving Skill
    • Reading: 15.E-Learning to Build Problem Solving Skill (30 pages)
  • 11-19 Applying the Guidelines
    • Reading: 17.Applying the Guidelines (24 pages)
Project Presentations 11-21 to 12-5
  • 11-21 Project Presentations
  • 11-26 Project Presentations
    • Faculty course evaluation
    • Changed "Due: P6: Research Design" to revise your project with a particular focus on improving steps 3 and 5. Turn all your revisions in as part of the final project and include the reflection statement (see the project assignment handout).
    • Assignment: Final Project is due 12-13
  • 11-28 Thanksgiving, no class
  • 12-3 Project Presentations
  • 12-5 Project Presentations
Final Project Due on 12-13
  • 12-13 Project Due
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