Difference between revisions of "E-Learning Design Principles and Methods 2016"

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A new version of this course is at [[E-Learning Design Principles and Methods 2017]]
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====Course Details====
 
====Course Details====
 
Course number: 05-823  
 
Course number: 05-823  
  
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Semester: Fall 2014
+
Semester: Fall 2016
  
 
Carnegie Mellon University
 
Carnegie Mellon University
 
   
 
   
 
=====Class times=====
 
=====Class times=====
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10:30 to 11:50 Tuesday & Thursday
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9:00 to 10:20 Tuesday & Thursday
  
 
=====Location=====
 
=====Location=====
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104 South Craig St (SCR)
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Gates Hillman Center (GHC) Room 4301
  
 
=====Instructor=====
 
=====Instructor=====
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Email: Koedinger@cmu.edu, Office hours by appointment
 
Email: Koedinger@cmu.edu, Office hours by appointment
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 +
Teaching assistant: Mimi McLaughlin  Email: mimim@cs.cmu.edu
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 +
Admininstrative assistant: Jo Bodnar  Email: jobodnar@cs.cmu.edu
  
 
=====Course Prerequisites=====
 
=====Course Prerequisites=====
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=====Textbook and Readings=====  
 
=====Textbook and Readings=====  
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"E-Learning and the Science of Instruction: 3rd edition" by Ruth Colvin Clark and Richard E. Mayer.
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"E-Learning and the Science of Instruction: 4th edition" by Ruth Colvin Clark and Richard E. Mayer.
 
   
 
   
 
Other readings will be assigned in class.  See below.
 
Other readings will be assigned in class.  See below.
  
 
=====Class URLs=====   
 
=====Class URLs=====   
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Syllabus and useful links: [http://learnlab.org/research/wiki/index.php/E-learning_Design_Principles_2014 learnlab.org/research/wiki/index.php/E-learning_Design_Principles_2014]
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For the syllabus go to [http://www.learnlab.org/research/wiki/index.php?title=E-Learning_Design_Principles_and_Methods_2016&redirect=no/ www.learnlab.org/research/wiki/index.php?title=E-Learning_Design_Principles_and_Methods_2016&redirect=no]
  
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For quizzes and reading reports go [http://www.cmu.edu/blackboard/ www.cmu.edu/blackboard].
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For quizzes and reading reports go to [http://www.cmu.edu/blackboard/ www.cmu.edu/blackboard]
  
 
====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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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 your own educational technology design project.
  
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====Flipped Homework: Reading Reports and Reading Quizzes====
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====Flipped Homework: Reading Quizzes and Reading Reports ====
  
 
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.
 
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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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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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 8am'' on the day of class. Quizzes can be taken as many times as you want and your score will be the last attempt before 8am.
  
 
For reading reports, the discussion forum post will usually direct you as to how to reply.   
 
For reading reports, the discussion forum post will usually direct you as to how to reply.   
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In general, please come to class prepared to ask questions and give answers.
 
In general, please come to class prepared to ask questions and give answers.
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 +
====Laptop Policy (updated 8/30/16) ====
 +
 +
Given that class discussion is a major part of the course, you should only use laptops, cell phones, and smart phones when you are directed to do so or within the common note taking Google page that I will provide.  Deviation form this policy will result in a reduction in your participation grade.  You will often need or want a laptop or smart device.  You will definitely need one during testing days (marked as such on the schedule).
 +
 +
If interested in what educational research says about laptop use in class, or multi-tasking more generally, you might look at (available on the course BlackBoard):
 +
 +
*Fried, C. B. (2008). In-class laptop use and its effects on student learning. Computers & Education, 50, 906–914.
 +
 +
*Kirschner, P. A., & Merriënboer, J. J. V. (2013). Do learners really know best? Urban legends in education. Educational Psychologist, 48(3), 169–183. doi:10.1080/00461520.2013.80439
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 +
*Kraushaar, J. M., & Novak, D. C. (2010). Examining the affects [sic] of student multitasking with laptops during the lecture. Journal of Information Systems Education, 21(2), 241-251.
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*Wood, E., Zivcakova, L., Gentile, P., Archer, K., De Pasquale, D., & Nosko, A. (2012). Examining the impact of off-task multi-tasking with technology on real-time classroom learning. Computers & Education, 58(1), 365-374. doi:10.1016/j.compedu.2011.08.02
  
 
====Grading ====
 
====Grading ====
  
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Points out of 1000 (100% of semester grade)
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* 35% Final Project [[Media:E-learning-project-assignment-2016.docx|Project assignment]] '''(Submit project steps preferably as a Google document (provide access by sharing with the instructor and TA), but a Word document is OK. Do not submit a pdf.)'''
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* 400 (40%) Final Project
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**Six parts of final project
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** 300 (30%) Six parts of final project, 50 each
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**Final project submission
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** 100 (10%) Final project submission
+
* 5% E-Learning examples assignment
−
* 50 (5%) E-Learning examples assignment  
+
* 15% Midterm exam
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* 200 (10%) Midterm exam Peer review and feedback
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* 15% Pre-class quizzes & reading reports
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* 100 (10%) Pre-class quizzes & reading reports
+
* 15% Final Exam
−
* 200 (20%) Chapter summary 
+
* 15% Class participation, including reading summary presentations
−
* 50 (5%) Class participation
 
  
 
====Class Schedule in Brief====  
 
====Class Schedule in Brief====  
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*E-Learning Introduction 8-26 to 9-4
+
*E-Learning Introduction 8-30 to 9-1
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**Aug 26 Overview; Examples Assignment; Project
+
**Aug 30 Overview; Examples Assignment; Project; 1.E-learning (The "1." indicates this is a chapter in the Clark & Mayer book)
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**Aug 28 1.E-learning; KLI Framework events (The "1." indicates this is a chapter in the Clark & Mayer book)
+
**Sept 1 2.How People Learn; Instructional complexities; Project topic brainstorming
−
**Sept 2 2.How People Learn; KLI KC's
+
*Instructional Goals and Assessment 9-6 to 9-15
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**Sept 4 3.Evidence-based practice; KLI Learning & Instructional Events
+
**Sept 6 Determining instructional goals;  KLI KCs; Bloom's taxonomy
−
*Instructional Goals and Cognitive Task Analysis 9-9 to 9-16
+
**Sept 8 Writing assessments to meet goals; Evidence-centered design
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**Sept 9 Determining instructional goals (tasks)
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**Sept 13 Why data toward goal setting improves design
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**Sept 11 Guest lecture
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**Sept 15 Online assessment; Practice e-assessment implementation
−
**Sept 16 Discovering learning objectives (KCs) & Rational Cognitive Task Analysis
+
*Cognitive Task Analysis (CTA) 9-20 to 9-29
−
*Multimedia Principles and Cognitive Task Analysis 9-18 to 10-16
+
**Sept 20 Empirical CTA: Structured Interviews
−
**Sept 18 4.Multi-media Principle
+
**Sept 22        Think Alouds & Rational CTA
−
**Sept 23 Empirical Cognitive Task Analysis: Think aloud
+
**Sept 27 Quantitative Cognitive Task Analysis: Difficulty Factors Assessment
−
**Sept 25 5.Contiguity Principle
+
**Sept 29 Quantitative CTA via Data Mining
−
**Sept 30 CTA: DFA & Model building
+
*Learning By Doing Principles 10-4 to 10-25
−
**Oct 2 6.Modality Principle & 7.Redundancy Principle
+
**Oct     4 3.Evidence-based practice; KLI Learning & Instructional Events
−
**Oct 7 CTA & Designing Assessments for Continual Improvement
+
**Oct 6
−
**Oct 9 8.Coherence Principle & Midterm review
+
**Oct 11 12.Does Practice Make Perfect; 14.Who’s in Control?
−
**Oct 14 9.Personalization Principle
+
**Oct 13 15.E-Learning to Build Problem Solving Skill; 16.Simulations and Games
−
**Oct 16 Midterm exam
+
**Oct 18 10.Segmenting and Pretraining; 11.Leveraging Examples in E-Learning
−
*Learning By Doing Principles 10-21 to 11-18
+
**Oct 20 KLI & Selecting appropriate instructional principles; Midterm review
−
**Oct 21 10.Segmenting and Pretraining
+
**Oct 25 Midterm exam  '''Bring laptop to class'''
−
**Oct 23 KLI & Selecting appropriate instructional principles
+
*Multimedia Principles 10-7 to 11-24
−
**Oct 28 11.Leveraging Examples in E-Learning
+
**Oct 27    [Guest topic: Options CSCL, Cognitive Mastery, Hint Factory, CTAT?]
−
**Oct 30 12.Does Practice Make Perfect
+
**Nov     1
−
**Nov 4      13.Learning Together Virtually
+
**Nov     3 4.Multimedia Principle; 5.Contiguity Principle; Practice applying
−
**Nov 6 14.Who’s in Control?
+
**Nov       8    6.Modality Principle & 7.Redundancy Principle; Practice applying
−
**Nov 11 15.E-Learning to Build Problem Solving Skill
+
**Nov 10 8.Coherence Principle & 9.Personalization Principle; Practice applying
−
**Nov 13 16.Simulations and Games
+
**Nov 15 17.Applying the Guidelines; KLI Review; Peer review of instructional design [too much on one day?]
−
**Nov 18 17.Applying the Guidelines
+
**Nov 17 In vivo experimentation; A/B Testing
−
*Project Presentations 11-20 to 12-5
+
**Nov 22 Flex topic; Presentation & Report Preparation
−
**Nov 20 Project Presentations
+
**Nov      24    Thanksgiving, no class
−
**Nov 25 Project Presentations
+
*Final & Project Presentations 11-29 to 12-8
−
**Nov 27 Thanksgiving, no class
+
**Nov     29 Project Presentations
−
**Dec 2 Project Presentations
+
**Dec      1 Project Presentations
−
**Dec 4 Project Presentations
+
**Dec 6 Project Presentations
 +
**Dec 8 Final Exam '''Bring laptop to class'''
 
*Final Project due Dec 12
 
*Final Project due Dec 12
 +
*If needed: Final Exam Make-up -TBD
  
 
====Class Schedule with Readings and Assignments====  
 
====Class Schedule with Readings and Assignments====  
  
−
'''NOTE:''' This section is "living" -- it will grow and change as the semester goes on.
+
'''NOTE:''' This section is "living" -- parts will evolve as I get a better sense of your needs.
  
−
=====''E-Learning Introduction 8-26 to 9-4''=====  
+
=====E-Learning Introduction 8-30 to 9-1=====  
  
−
*8-26 Overview, course project, your interests
+
*'''8-30''' ''Course Objectives & Course Project;  The boom in e-learning!''
−
**Class activity: Discuss your interests in e-learning
+
**Reading (from course book): 1.e-Learning: Promise & Pitfalls (20 pages). [[Media:Ch1-4th_edition.pdf|This chapter is here  (click to get)]] but order the book right now!
−
**Assignment: [[Media:edtech-example-review-assignment.docx|Examples (click to get)]] is due next Thursday, 9-4
+
***Pre-class quiz: Answer questions for Chpt1 Quiz on Blackboard Try to do this quiz before Tues class but it must be completed before Thurs class.
−
***BRING two screen shots of your first example to ''next'' class
+
***Slides for this chapter are [[Media:Chpt1-e-learning-promises-pitfalls-2015.pptx|here]].
−
**Assignment: [[Media:E-learning-project-assignment-2013.docx|Project]] step 1 is due in 16 days on Thursday, 9-11
+
**Class activity: Introduce your background and interests in e-learning
−
**NOTE: See reading assignment for next time on next date.
+
**Assignment: [[Media:edtech-example-review-assignment2016.docx|Examples assignment]] is due next Mon, Sept 4. Please submit on blackboard.
 +
**Assignment: [[Media:E-learning-project-assignment-2016.docx|Project]] step 1 is due in 16 days on Thursday, 9-14
 +
**For next time:
 +
***BRING two screen shots of an e-learning example to ''next'' class
 +
***Review project step 1 and come with a preliminary project idea. 
 +
***a) Do the readings & b) associated flipped homework (See next date for reading assignment)
  
−
*8-28 E-learning intro and KLI Framework events [[Media:L01-e-learning-promises-pitfalls.pptx|(Click here for slides)]]
+
*'''9-1'''  ''How People Learn; Instructional complexities; Project topic brainstorming''
−
**Class activity: Promises & pitfalls review of e-learning examples
+
**Read Ch2. How Do People Learn from E-Courses (20 pages) [[Media:Ch2-4th_edition.pdf|You can get the chapter here this '''last''' time!]] ''Please order the book now if you have not!''
−
***BRING two screen shots of your first example to this class
+
**Read Koedinger et al. (2013) paper  [[Media:Koedinger-Science-2013.pdf|Instructional complexities]]
−
**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!
+
***Do the quiz for Chapter 2 (Quiz 2).
−
***Pre-class quiz: Answer questions for Chpt1 Quiz on Blackboard
+
***On Blackboard do a "Discussion Board" post for Instructional complexities paper within the forum titled "Instructional Complexity Reading Posts for 8-31"
 +
**Class activity: Project idea discussion
 +
***Be ready to discuss some of your ''preliminary project ideas'' -- enter these in Google Doc of class notes
 
**For next time:
 
**For next time:
−
***BRING two screen shots of your ''second'' example to this class
+
***a) Do the readings & b) associated flipped homework
−
***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
+
=====Instructional Goals and Assessment 9-6 to 9-15=====
  
−
*9-2 How People Learn and KLI Knowledge Components [[Media:L02-ELDP-how-people-learn.pptx|(Slides)]]
+
*'''9-6''' ''Determining instructional goals; KLI KCs; Bloom's taxonomy''
−
**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!]]
+
**Reading: [[Media:CogInstCarver12.pdf|Carver paper]]
−
***Pre-class quiz: Answer questions for Chpt2 Quiz on Blackboard (5 minutes)
+
**Reading: KLI sections 1-3 [[Media:KLI-Framework-KoedingerCorbettPerfetti2012.pdf|KLI Framework paper]] (we will discuss other sections later)
−
**Read [[Media:KLI-Framework-KoedingerCorbettPerfetti2012.pdf|KLI Framework paper]] sections 1-3 (18 pages)
+
**Additional Reading: [[Media:Krathwohl_Bloom's taxonomy revised.pdf|Bloom's taxonomy revised]]
−
***Make one post to Blackboard -- see questions in Forum introduction
+
***Do Discussion Board post on Carver paper.
−
**Class activity: KC type in e-learning examples
+
***Do quiz for the KLI reading.
−
***BRING two screen shots of your ''second'' example to this class.
+
**Class activity: Review Project ideas and step 1 write-up requirements
−
**Class activity: Project idea discussion
+
**Class activity: Review of e-learning examples
−
***Come prepared with a preliminary project idea
+
***BRING a print-out of your e-learning examples to class
 +
***We will find examples of promises & pitfalls, knowledge component types, etc.
  
−
*9-4 Evidence-based practice and KLI Learning & Instructional Events [[Media: (Slides)]]
+
*'''9-8''' ''Writing assessments to meet goals''
−
**Reading: 3.Evidence-based practice (18 pages)
+
**Reading: [https://www.cmu.edu/teaching/assessment/index.html Assessment design--Eberly Center web pages on Assess Teaching and Learning] Read: Basics, Prior Knowledge, Assessing Learning, Examples and Tools  (Skip:  Assessing Teaching, Assessing Programs, History at Carnegie Mellon)  
−
***Pre-class quiz: Answer questions for Chpt3 Quiz on Blackboard
+
***Do Discussion Board post on reading.
−
**Reading: KLI sect 4-5 (12 pages)
+
**Class activity: Goal setting & designing assessments that provide evidence of goal achievement
−
***Make one post to Blackboard -- see questions in Forum introduction
 
−
**Class activity: Principles present in e-learning examples
 
−
**DUE: [[Media:edtech-example-review-assignment.docx|Examples assignment]] is due at beginning of class. Please submit on blackboard.
 
  
−
=====Instructional Goals and Cognitive Task Analysis 9-9 to 9-16=====
+
*'''9-13''' ''Why data toward goal setting improves design''
 +
**Reading: [[Media:Feldon_Timmerman_etal_2010.pdf | Feldon paper]]
 +
**At least skim: [[Media:Clark_CTA_In_Healthcare_Chapter_2012.pdf | Clark_CTA_In_Healthcare_Chapter_2012]]
 +
**Reading: [[Media:Contextual Inquiry Principles.pdf|Contextual inquiry principles]]
 +
***Do quiz for the Feldon reading.
 +
***Do ONE discussion board post.
 +
**Class activity: Interviewing practice
  
−
*9-9 Goals, assessment tasks, cognitive task analysis, and instructional design
+
*'''9-15''' ''Online assessment; Practice e-assessment implementation''
−
**Class activity: Review Project ideas and step 1 write-up requirements; consider assessment tasks
+
**Reading: Read the documentation for two online assessment authoring tools of your choosing
−
**Reading: [[Media:Feldon_Timmerman_etal_2010.pdf|Feldon paper]]
+
***Discussion board posts on pros and cons of the tools you read about
−
***Posts: Do two posts on the Feldon reading.
+
**Class activity: BRING YOUR LAPTOP and be prepared to use an online assessment development tool
 +
**DUE: P1: Context & Initial Resources    '''(Submit all project steps as a shared google doc or in Blackboard as a Word doc. Do not submit a pdf.)'''
 +
**Assignment: P2 is due Sept 29
  
−
*9-11 Cognitive Task Analysis and Think Alouds by guest lecturer Vincent Aleven
+
=====Cognitive Task Analysis (CTA) 9-20 to 9-29=====
−
**DUE: Project step P1: Domain, Context & Initial Resources
+
*'''9-20''' ''Empirical CTA: Structured Interviews''
−
**Assignment: Project step P2 is due on 9-26
+
**Reading: [[Media:Clarketal2007-CTAchapter proof-1.pdf | Clark et al., 2007 Chapter proof]] 
−
**Reading: [[Media:Lovett98.pdf|Lovett paper]] and [[Media:Gomoll-90.pdf|Gomoll paper]]
+
**Reading: [[Media:Contextual Inquiry Practice.pdf|Contextual inquiry in practice]]
−
***Posts: Do two posts (total) on the Lovett and Gomoll papers.
+
**Reading: [[Media:Koh .pdf|CTA interview strategies]] (a paper by a former METALS student!)
 +
**Other Readings: Working Minds: A practitioner's Guide to Cognitive Task Analysis, [[Media:WorkingMinds_Chap_1.pdf|Ch 1]] and [[Media:WorkingMinds_Ch_2.pdf|Ch 2]]; [[Media:Working Minds-Ch5-interviews.pdf |Working Minds Ch 5]];
 +
***Do posts for readings.
  
−
*9-16 Discovering learning objectives (KCs) and Rational Cognitive Task Analysis
+
*'''9-22''' ''Think Alouds & Rational CTA''
−
**Reading: [[Media:Zhu&Simon-1987.pdf|Zhu & Simon paper]]
+
**Reading: [[Media:Lovett98.pdf|Lovett paper]] and [[Media:Gomoll-90.pdf|Gomoll paper]] -- [[Media:L05_Think_Aloud_2014-Lovett-Gomoll-for_syllabus.pptx|Slides]]
−
***Posts: Do two posts (total) on the readings.
+
**Reading: [[Media:Zhu&Simon-1987.pdf|Zhu & Simon paper]] -- [[Media:L06-ELDP-Rational-CTA-2014-b-for_syllabus.pptx|Slides]]
 +
***Do quizzes for the readings.
  
−
=====Multimedia Principles and Cognitive Task Analysis 9-18 to 10-16=====
+
*'''9-27''' ''Quantitative Cognitive Task Analysis: Difficulty Factors Assessment''
−
*9-18 Multi-media Principle
+
**Reading: [[Media:CogSci97-Heffernan-distrib.pdf‎ | Heffernan paper]] -- [[Media:L08-ELDP-CTA-DFA-2014-Heffernan_forsyllabus.pptx|Slides]]
−
**Reading: 4.Multi-media Principle (24 pages)
+
**Come with an initial draft of project step 2.
−
*** Do the quiz and one post.
+
***Do quiz for Heffernan paper.  
  
−
*9-23 Empirical CTA: Difficulty Factors Assessment (DFA)
+
*'''9-29''' ''Quantitative CTA via Data Mining; CTA to improve instructional design''
−
**Reading: [[Media:CogSci97-Heffernan-distrib.pdf‎ | Heffernan paper]]
+
**Class activity: Peer review of P2
−
***Do two posts on the reading
+
**Reading: [[Media:Koedinger-et-al-aied2013.pdf | e-learning data to improvement]] (10 pages)
−
**Come with an attempt at a model of one your task solutions and, ideally, with an initial draft of project step 2.
+
***Do quiz for e-learning data to improvement paper
 +
**DUE: P2: Identifying Goals & Online Assessment Creation
 +
**Assignment: P3 is due Oct 13
  
−
*9-25 Contiguity Principle
+
=====Learning By Doing Principles 10-4 to 10-25 =====
−
**Reading: 5.Contiguity Principle (24 pages)
+
*'''10-4''' ''Evidence-based practice; KLI Learning & Instructional Events''
−
**Due: P2:Benchmark Tasks & Rational Cognitive Task Analysis
+
**Reading: Clark & Mayer book Ch3.Evidence-based practice (18 pages) [[Media:L03-ELDP-evidence-KLI-2014.pptx|Slides]]
−
**Class activity: Peer review of P2
+
**Reading: KLI paper sections 4-5 (12 pages)
 +
*** Do quizzes for the readings.
  
−
*9-30 From CTA to model building & instructional design
+
*'''10-6''' ''Practice, practice, practice''
−
**Reading: [[Media:CS02-koedinger-terao-rev.pdf | Picture Algebra paper]]
+
**Reading: [[Media:Make_It_Stick_Ch1-2.pdf|Make It Stick Ch 1 and Ch 2 (45 pages) ]]
 +
**Recommended reading: [[Media:Visible_Learning_Ch_9.pdf|Visible Learning Ch 9 (38 pages) ]]
 +
** Additional Reading: [[Media:Scheines_2005.pdf|Scheines paper (20 pages) ]]
 
**Class activity: Work on P3. How will you collect data?
 
**Class activity: Work on P3. How will you collect data?
 +
*** Do posts for the readings.
 +
 +
*'''10-11''' ''Does Practice Make Perfect; Who’s in Control?''
 +
**Reading: 12.Does Practice Make Perfect (28 pages)  [[Media:L18-ELDP-Practice-2014-for_syllabus.pptx|Slides]]
 +
**Reading: 14.Who’s in Control? (30 pages)  [[Media:Principles_e-learning_14.pdf |Slides]]
 +
***Do quizzes for the readings.
  
−
*10-2 Modality Principle
+
*'''10-13''' ''E-Learning to Build Problem Solving Skill; Simulations and Games''
−
**Reading: 6.Modality Principle (18 pages)
+
**Reading: 15.E-Learning to Build Problem Solving Skill (30 pages)   [[Media:L22-ELDP-ThinkingSkills-2014-for_syllabus.pptx|Slides]]
−
**Class activity: Work on P3. Analyzing your data
+
**Reading: 16.Simulations and Games (32 pages)    [[Media:L23-ELDP-GamesSimulations-2014_for_syllabus.pptx|Slides]]
 +
***Do quizzes for the readings.
 +
**DUE: P3: Cognitive Task Analysis & Cognitive Model
 +
**Assignment: P4 is due Oct 31
  
−
*10-7 Redundancy Principle & CTA via Data Mining
+
*'''10-18''' ''Segmenting and Pretraining; Leveraging Examples in E-Learning''
−
**Reading: 7.Redundancy Principle (18 pages)
+
**Reading: 10.Segmenting and Pretraining (18 pages) [[Media:L16-ELDP-Segmenting-Pretraining-2014-for syllabus.pptx|Slides]]
−
**Reading: [[Media:Koedinger-et-al-aied2013.pdf | e-learning data to improvement]] (10 pages)
+
**Reading: 11.Leveraging Examples in E-Learning (28 pages)  [[Media:L17-ELDP-Worked-Examples-2014-for_syllabus.pptx|Slides]]  
 +
***Do quizzes for the readings.
  
−
*10-9 Flex topic: Design & Urban Legends Do Learners Really Know Best? Urban Legends in Education
+
*'''10-20''' ''Midterm review''
−
**Reading: [http://www.articulate.com/rapid-elearning/visual-graphic-design/ Visual & Graphic Design for e-learning blog]
+
**Do review quiz and bring questions to class
−
**Optional reading: [[Media:Kirschner-Merrienboer-2013.pdf | Do Learners Really Know Best? Urban Legends in Education]]
+
**No new post or quiz.
−
**Due: P3: Empirical Cognitive Task Analysis & Cognitive Model of Instructional Goals
+
**Optional Readings:
 +
***[[Media:Kirschner-Merrienboer-2013.pdf | Do Learners Really Know Best? Urban Legends in Education]]
 +
***[http://www.articulate.com/rapid-elearning/visual-graphic-design/ Visual & Graphic Design for e-learning blog]
  
−
*10-14 Richard Clark visit to class [Was previously Coherence Principle]
+
*'''10-25''' ''Midterm exam'' '''Bring laptop to class'''
−
**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 
 
  
−
*10-16 Coherence and Personalization Principles
+
=====Multimedia Principles 10-27 to 11-8=====
−
**Reading: 8.Coherence Principle (28 pages)
+
*'''10-27''' ''Optional topic''
−
**Reading: 9.Personalization Principle (26 pages)
+
**E-Learning in Industry
 +
**Work on project
 +
**DUE Mon, 10/31 by 12 noon: P4: Initial Instructional Design
 +
**Assignment: P5 is due 11-17
  
−
=====Learning By Doing Principles 10-21 to 11-18 =====
+
*'''11-1''' ''Multimedia Principle; Contiguity Principle; Practice applying''
−
*10-21 Segmenting and Pretraining
+
**Reading: 4.Multimedia Principle (24 pages) [[Media:L07-ELDP-Multimedia-2014_for_syllabus.pptx|Slides]]
−
**Reading: 10.Segmenting and Pretraining (18 pages)
+
**Reading: 5.Contiguity Principle (24 pages)   [[Media:Contiguity2014.pptx|Slides]]
−
**Do quiz and one post
+
*** Do quizzes for the readings.
 +
**Optional readings & slides about the multimedia principle:
 +
*** Systematic Thinking Fostered by Illustrations in Scientific Text [[Media:Mayer_89.pdf|Paper]] [[Media:Mayer_89.pptx|Slides]]
 +
*** Multimedia-Supported Metaphors for Meaning Making in Mathematics [[Media:Moreno & Mayer_99.pdf|Paper]] [[Media:Morena-Mayer-1999.pptx|Slides]]
 +
**Optional readings & slides about the Contiguity principle:
 +
***Cognitive Principles of Multimedia Learning: The Role of Modality and Contiguity  [[Media:Moreno Mayer Modality-Contiguity.pdf|Paper]] [[Media:MorenoMayer1999-1.pptx|Slides]]
 +
***Why Some Material is Difficult to Learn [[Media:Sweller Chandler Why Some Material is Difficult to Learn.pdf |Paper]] [[Media:SwellerChandler1994.pptx|Slides]]
  
−
*10-23 KLI & Selecting appropriate instructional principles
+
*'''11-3''' ''Modality Principle & Redundancy Principle; Practice applying''
−
**Reading: KLI sections 6-7
+
**Reading: 6.Modality Principle (18 pages)    [[Media:Modality-2014-1.pptx |Slides]]
−
**DUE: P4: Assessment & Initial Instructional Design
+
**Reading: 7.Redundancy Principle (18 pages)  [[Media:L12-ELDP-Redundancy&eData-2014.pptx|Slides]]
−
**Assignment: P5 is due 11-7
+
***Do quizzes for the readings.
  
−
*10-28 Leveraging Examples in E-Learning
+
*'''11-8''' ''Coherence Principle & Personalization Principle; Practice applying''
−
**Reading: 11.Leveraging Examples in E-Learning (28 pages)
+
**Reading: 8.Coherence Principle (28 pages)  [[Media:L12-ELDP-Coherence-2014.pptx|Slides]]
 +
**Reading: 9.Personalization Principle (26 pages) [[Media:L14-ELDP-Personalization-2014.pptx|Slides]]
 +
***Do quizzes for the readings.
  
−
*10-30 Does Practice Make Perfect
+
=====Putting it together & evaluation 11-10 to 11-24=====
−
**Reading: 12.Does Practice Make Perfect (28 pages)
 
  
−
*11-4 Learning Together Virtually
+
*'''11-10''' ''Applying the Guidelines; KLI & Selecting appropriate instructional principles''
−
**Reading: 13.Learning Together Virtually (30 pages)
+
**Reading: 17.Applying the Guidelines (24 pages) [[Media:L25-ELDPCh17-Guidelines-KLIreview-2014.pptx|Slides]]
 +
**Reading: KLI sections 6-7  [[Media:L17-ELDP-KLI-selecting-principles-for syllabus.pptx|Slides]]
 +
***Do posts for the reading.
 +
** Time permitting: Peer review of instructional design
  
−
*11-6 Who’s in Control?
+
*'''11-15''' ''In vivo experimentation; A/B Testing''
−
**Reading: 14.Who’s in Control? 30 pages)
+
**DUE: P5: Instructional Design Prototyping & Testing
 +
**Assignment: P6 is due 11-29
  
−
*11-11 Simulations and Games
+
*'''11-17''' ''Finish discussion of experimentation''
−
**Reading: 16.Simulations and Games (32 pages)
 
−
**DUE: P5: Instructional Design Prototyping & Testing
 
−
**Assignment: P6 is due 11-26
 
  
−
*11-13 E-Learning to Build Problem Solving Skill
+
*'''11-22''' ''Flex topic; Presentation & Report Preparation''
−
**Reading: 15.E-Learning to Build Problem Solving Skill (30 pages)
 
  
−
*11-18 Applying the Guidelines
+
*'''11-24'''  ''Thanksgiving, no class''
−
**Reading: 17.Applying the Guidelines (24 pages)
 
  
−
=====Project Presentations 11-20 to 12-4=====  
+
=====Final & Project Presentations 11-29 to 12-18=====  
  
−
*11-20 Project Presentations
+
*'''11-29''' ''Project Presentations''
−
*11-25 Project Presentations
+
** DUE: P6: Experimental Design
−
**Faculty course evaluation
+
**Assignment: Final Project is due 12-12. It should include the reflection statement (see the project assignment handout).  
−
**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).  
+
*'''12-1''' ''Project Presentations''
−
**Assignment: Final Project is due 12-12
+
*'''12-6''' ''Project Presentations''
−
*11-27 Thanksgiving, no class
+
*'''12-8''' Final Exam '''Bring laptop to class'''
−
*12-2 Project Presentations
+
**If needed: Final Exam Make-up - TBD
−
*12-4 Project Presentations
 
  
−
=====Final Project Due on 12-12=====  
+
====='''Final Project Due 12-12'''=====
−
*12-12 Project Due
 

Latest revision as of 18:32, 26 July 2017

A new version of this course is at E-Learning Design Principles and Methods 2017

Course Details

Course number: 05-823

Semester: Fall 2016

Carnegie Mellon University

Class times

9:00 to 10:20 Tuesday & Thursday

Location

Gates Hillman Center (GHC) Room 4301

Instructor

Professor Ken Koedinger

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

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

Teaching assistant: Mimi McLaughlin Email: mimim@cs.cmu.edu

Admininstrative assistant: Jo Bodnar Email: jobodnar@cs.cmu.edu

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 instructor.

Textbook and Readings

"E-Learning and the Science of Instruction: 4th edition" by Ruth Colvin Clark and Richard E. Mayer.

Other readings will be assigned in class. See below.

Class URLs

For the syllabus go to www.learnlab.org/research/wiki/index.php?title=E-Learning_Design_Principles_and_Methods_2016&redirect=no

For quizzes and reading reports go to www.cmu.edu/blackboard

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 your own educational technology design project.

Flipped Homework: Reading Quizzes and Reading Reports

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 8am on the day of class. Quizzes can be taken as many times as you want and your score will be the last attempt before 8am.

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.

Laptop Policy (updated 8/30/16)

Given that class discussion is a major part of the course, you should only use laptops, cell phones, and smart phones when you are directed to do so or within the common note taking Google page that I will provide. Deviation form this policy will result in a reduction in your participation grade. You will often need or want a laptop or smart device. You will definitely need one during testing days (marked as such on the schedule).

If interested in what educational research says about laptop use in class, or multi-tasking more generally, you might look at (available on the course BlackBoard):

  • Fried, C. B. (2008). In-class laptop use and its effects on student learning. Computers & Education, 50, 906–914.
  • Kirschner, P. A., & Merriënboer, J. J. V. (2013). Do learners really know best? Urban legends in education. Educational Psychologist, 48(3), 169–183. doi:10.1080/00461520.2013.80439
  • Kraushaar, J. M., & Novak, D. C. (2010). Examining the affects [sic] of student multitasking with laptops during the lecture. Journal of Information Systems Education, 21(2), 241-251.
  • Wood, E., Zivcakova, L., Gentile, P., Archer, K., De Pasquale, D., & Nosko, A. (2012). Examining the impact of off-task multi-tasking with technology on real-time classroom learning. Computers & Education, 58(1), 365-374. doi:10.1016/j.compedu.2011.08.02

Grading

  • 35% Final Project Project assignment (Submit project steps preferably as a Google document (provide access by sharing with the instructor and TA), but a Word document is OK. Do not submit a pdf.)
    • Six parts of final project
    • Final project submission
  • 5% E-Learning examples assignment
  • 15% Midterm exam
  • 15% Pre-class quizzes & reading reports
  • 15% Final Exam
  • 15% Class participation, including reading summary presentations

Class Schedule in Brief

  • E-Learning Introduction 8-30 to 9-1
    • Aug 30 Overview; Examples Assignment; Project; 1.E-learning (The "1." indicates this is a chapter in the Clark & Mayer book)
    • Sept 1 2.How People Learn; Instructional complexities; Project topic brainstorming
  • Instructional Goals and Assessment 9-6 to 9-15
    • Sept 6 Determining instructional goals; KLI KCs; Bloom's taxonomy
    • Sept 8 Writing assessments to meet goals; Evidence-centered design
    • Sept 13 Why data toward goal setting improves design
    • Sept 15 Online assessment; Practice e-assessment implementation
  • Cognitive Task Analysis (CTA) 9-20 to 9-29
    • Sept 20 Empirical CTA: Structured Interviews
    • Sept 22 Think Alouds & Rational CTA
    • Sept 27 Quantitative Cognitive Task Analysis: Difficulty Factors Assessment
    • Sept 29 Quantitative CTA via Data Mining
  • Learning By Doing Principles 10-4 to 10-25
    • Oct 4 3.Evidence-based practice; KLI Learning & Instructional Events
    • Oct 6
    • Oct 11 12.Does Practice Make Perfect; 14.Who’s in Control?
    • Oct 13 15.E-Learning to Build Problem Solving Skill; 16.Simulations and Games
    • Oct 18 10.Segmenting and Pretraining; 11.Leveraging Examples in E-Learning
    • Oct 20 KLI & Selecting appropriate instructional principles; Midterm review
    • Oct 25 Midterm exam Bring laptop to class
  • Multimedia Principles 10-7 to 11-24
    • Oct 27 [Guest topic: Options CSCL, Cognitive Mastery, Hint Factory, CTAT?]
    • Nov 1
    • Nov 3 4.Multimedia Principle; 5.Contiguity Principle; Practice applying
    • Nov 8 6.Modality Principle & 7.Redundancy Principle; Practice applying
    • Nov 10 8.Coherence Principle & 9.Personalization Principle; Practice applying
    • Nov 15 17.Applying the Guidelines; KLI Review; Peer review of instructional design [too much on one day?]
    • Nov 17 In vivo experimentation; A/B Testing
    • Nov 22 Flex topic; Presentation & Report Preparation
    • Nov 24 Thanksgiving, no class
  • Final & Project Presentations 11-29 to 12-8
    • Nov 29 Project Presentations
    • Dec 1 Project Presentations
    • Dec 6 Project Presentations
    • Dec 8 Final Exam Bring laptop to class
  • Final Project due Dec 12
  • If needed: Final Exam Make-up -TBD

Class Schedule with Readings and Assignments

NOTE: This section is "living" -- parts will evolve as I get a better sense of your needs.

E-Learning Introduction 8-30 to 9-1
  • 8-30 Course Objectives & Course Project; The boom in e-learning!
    • Reading (from course book): 1.e-Learning: Promise & Pitfalls (20 pages). This chapter is here (click to get) but order the book right now!
      • Pre-class quiz: Answer questions for Chpt1 Quiz on Blackboard Try to do this quiz before Tues class but it must be completed before Thurs class.
      • Slides for this chapter are here.
    • Class activity: Introduce your background and interests in e-learning
    • Assignment: Examples assignment is due next Mon, Sept 4. Please submit on blackboard.
    • Assignment: Project step 1 is due in 16 days on Thursday, 9-14
    • For next time:
      • BRING two screen shots of an e-learning example to next class
      • Review project step 1 and come with a preliminary project idea.
      • a) Do the readings & b) associated flipped homework (See next date for reading assignment)
  • 9-1 How People Learn; Instructional complexities; Project topic brainstorming
    • Read Ch2. How Do People Learn from E-Courses (20 pages) You can get the chapter here this last time! Please order the book now if you have not!
    • Read Koedinger et al. (2013) paper Instructional complexities
      • Do the quiz for Chapter 2 (Quiz 2).
      • On Blackboard do a "Discussion Board" post for Instructional complexities paper within the forum titled "Instructional Complexity Reading Posts for 8-31"
    • Class activity: Project idea discussion
      • Be ready to discuss some of your preliminary project ideas -- enter these in Google Doc of class notes
    • For next time:
      • a) Do the readings & b) associated flipped homework
Instructional Goals and Assessment 9-6 to 9-15
  • 9-6 Determining instructional goals; KLI KCs; Bloom's taxonomy
    • Reading: Carver paper
    • Reading: KLI sections 1-3 KLI Framework paper (we will discuss other sections later)
    • Additional Reading: Bloom's taxonomy revised
      • Do Discussion Board post on Carver paper.
      • Do quiz for the KLI reading.
    • Class activity: Review Project ideas and step 1 write-up requirements
    • Class activity: Review of e-learning examples
      • BRING a print-out of your e-learning examples to class
      • We will find examples of promises & pitfalls, knowledge component types, etc.
  • 9-8 Writing assessments to meet goals
  • 9-15 Online assessment; Practice e-assessment implementation
    • Reading: Read the documentation for two online assessment authoring tools of your choosing
      • Discussion board posts on pros and cons of the tools you read about
    • Class activity: BRING YOUR LAPTOP and be prepared to use an online assessment development tool
    • DUE: P1: Context & Initial Resources (Submit all project steps as a shared google doc or in Blackboard as a Word doc. Do not submit a pdf.)
    • Assignment: P2 is due Sept 29
Cognitive Task Analysis (CTA) 9-20 to 9-29
  • 9-27 Quantitative Cognitive Task Analysis: Difficulty Factors Assessment
  • 9-29 Quantitative CTA via Data Mining; CTA to improve instructional design
    • Class activity: Peer review of P2
    • Reading: e-learning data to improvement (10 pages)
      • Do quiz for e-learning data to improvement paper
    • DUE: P2: Identifying Goals & Online Assessment Creation
    • Assignment: P3 is due Oct 13
Learning By Doing Principles 10-4 to 10-25
  • 10-4 Evidence-based practice; KLI Learning & Instructional Events
    • Reading: Clark & Mayer book Ch3.Evidence-based practice (18 pages) Slides
    • Reading: KLI paper sections 4-5 (12 pages)
      • Do quizzes for the readings.
  • 10-11 Does Practice Make Perfect; Who’s in Control?
    • Reading: 12.Does Practice Make Perfect (28 pages) Slides
    • Reading: 14.Who’s in Control? (30 pages) Slides
      • Do quizzes for the readings.
  • 10-13 E-Learning to Build Problem Solving Skill; Simulations and Games
    • Reading: 15.E-Learning to Build Problem Solving Skill (30 pages) Slides
    • Reading: 16.Simulations and Games (32 pages) Slides
      • Do quizzes for the readings.
    • DUE: P3: Cognitive Task Analysis & Cognitive Model
    • Assignment: P4 is due Oct 31
  • 10-18 Segmenting and Pretraining; Leveraging Examples in E-Learning
    • Reading: 10.Segmenting and Pretraining (18 pages) Slides
    • Reading: 11.Leveraging Examples in E-Learning (28 pages) Slides
      • Do quizzes for the readings.
  • 10-25 Midterm exam Bring laptop to class
Multimedia Principles 10-27 to 11-8
  • 10-27 Optional topic
    • E-Learning in Industry
    • Work on project
    • DUE Mon, 10/31 by 12 noon: P4: Initial Instructional Design
    • Assignment: P5 is due 11-17
  • 11-1 Multimedia Principle; Contiguity Principle; Practice applying
    • Reading: 4.Multimedia Principle (24 pages) Slides
    • Reading: 5.Contiguity Principle (24 pages) Slides
      • Do quizzes for the readings.
    • Optional readings & slides about the multimedia principle:
      • Systematic Thinking Fostered by Illustrations in Scientific Text Paper Slides
      • Multimedia-Supported Metaphors for Meaning Making in Mathematics Paper Slides
    • Optional readings & slides about the Contiguity principle:
      • Cognitive Principles of Multimedia Learning: The Role of Modality and Contiguity Paper Slides
      • Why Some Material is Difficult to Learn Paper Slides
  • 11-3 Modality Principle & Redundancy Principle; Practice applying
    • Reading: 6.Modality Principle (18 pages) Slides
    • Reading: 7.Redundancy Principle (18 pages) Slides
      • Do quizzes for the readings.
  • 11-8 Coherence Principle & Personalization Principle; Practice applying
    • Reading: 8.Coherence Principle (28 pages) Slides
    • Reading: 9.Personalization Principle (26 pages) Slides
      • Do quizzes for the readings.
Putting it together & evaluation 11-10 to 11-24
  • 11-10 Applying the Guidelines; KLI & Selecting appropriate instructional principles
    • Reading: 17.Applying the Guidelines (24 pages) Slides
    • Reading: KLI sections 6-7 Slides
      • Do posts for the reading.
    • Time permitting: Peer review of instructional design
  • 11-15 In vivo experimentation; A/B Testing
    • DUE: P5: Instructional Design Prototyping & Testing
    • Assignment: P6 is due 11-29
  • 11-17 Finish discussion of experimentation
  • 11-22 Flex topic; Presentation & Report Preparation
  • 11-24 Thanksgiving, no class
Final & Project Presentations 11-29 to 12-18
  • 11-29 Project Presentations
    • DUE: P6: Experimental Design
    • Assignment: Final Project is due 12-12. It should include the reflection statement (see the project assignment handout).
  • 12-1 Project Presentations
  • 12-6 Project Presentations
  • 12-8 Final Exam Bring laptop to class
    • If needed: Final Exam Make-up - TBD
Final Project Due 12-12
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