Difference between revisions of "E-learning Design Principles 2013"

Latest revision as of 15:46, 16 April 2014

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
- Reading: Zhu & Simon paper
  - Posts: Do two posts (total) on the readings.

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
- Reading: Picture Algebra paper
- Class activity: Work on P3. How will you collect data?

10-3 Modality Principle
- Reading: 6.Modality Principle (18 pages)
- Class activity: Work on P3. Analyzing your data

10-8 Redundancy Principle & CTA via Data Mining
- Reading: 7.Redundancy Principle (18 pages)
- Reading: e-learning data to improvement (10 pages)

10-10 Flex topic: Design & Urban Legends Do Learners Really Know Best? Urban Legends in Education
- Reading: Visual & Graphic Design for e-learning blog
- Optional reading: Do Learners Really Know Best? Urban Legends in Education
- Due: P3: Empirical Cognitive Task Analysis & Cognitive Model of Instructional Goals

10-15 Richard Clark visit to class [Was previously Coherence Principle]
- Reading: 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: 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

Difference between revisions of "E-learning Design Principles 2013"

Latest revision as of 15:46, 16 April 2014

Contents

Course Details

Class times

Location

Instructor

Course Prerequisites

Textbook and Readings

Class URLs

Goals

Flipped Homework: Reading Reports and Reading Quizzes

Grading

Class Schedule in Brief

Class Schedule with Readings and Assignments

E-Learning Introduction 8-27 to 9-5

Instructional Goals and Cognitive Task Analysis 9-10 to 9-17

Multimedia Principles and Cognitive Task Analysis 9-19 to 10-17

Learning By Doing Principles 10-22 to 11-19

Project Presentations 11-21 to 12-5

Final Project Due on 12-13

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@@ Line 1: / Line 1: @@
-==DRAFT DRAFT  E-Learning Design Principles 05-899  DRAFT DRAFT==
+====Course Details====
-Fall 2013 Syllabus	Carnegie Mellon University
+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====
+=====Class times=====
 :30 to 2:50 Tuesday & Thursday
-====Location====
+=====Location=====
 Gates-Hillman Center (GHC)
-====Instructor====
+=====Instructor=====
 Professor Ken Koedinger
@@ Line 15: / Line 21: @@
 Email: Koedinger@cmu.edu, Office hours by appointment
-====Class URLs====
+=====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]
-For reading reports: [http://www.cmu.edu/blackboard/ www.cmu.edu/blackboard]
+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====
 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.
-====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====
-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
+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.
-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.
-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.
-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.
-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.
-In general, please come to class prepared to ask questions and give answers.
+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).
-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.
-*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====
@@ Line 63: / Line 65: @@
 ====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
-*Sept	10	Determining instructional goals (tasks)
+**Sept	5	3.Evidence-based practice; KLI Learning & Instructional Events
-*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
-*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====
@@ Line 99: / Line 106: @@
 '''NOTE:''' This section is "living" -- it will grow and change as the semester goes on.
-=====E-Learning Introduction 8-27 to 9-5=====
+=====''E-Learning Introduction 8-27 to 9-5''=====
 *8-27 Overview, course project, your interests
 **Class activity: Discuss your interests in e-learning
-**Assignment: [[Media:edtech-example-review-assignment.docx|Examples]] is due next Thursday, 9-5
+**Assignment: [[Media:edtech-example-review-assignment.docx|Examples (click to get)]] is due next Thursday, 9-5
 ***BRING two screen shots of your first example to ''next'' class
 **Assignment: [[Media:E-learning-project-assignment-2013.docx|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
+*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
-***BRING two screen shots of your first example to next class
+***BRING two screen shots of your first example to this class
-**Reading (from course book): 1.e-Learning: Promise & Pitfalls  (28 pages)
+**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
+**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
+*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: KC type in e-learning examples
+***Come prepared with a preliminary project idea
-**Read Ch2.How Do People Learn from E-Courses (20 pages)
-**Read [[Media:KLI-Framework-KoedingerCorbettPerfetti2012.pdf|KLI Framework paper]] sections 1-3 (18 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
-**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
-**Assignment:
 =====Instructional Goals and Cognitive Task Analysis 9-10 to 9-17=====
-*9-10 Determining instructional goals (tasks)
+*9-10 Goals, assessment tasks, cognitive task analysis, and instructional design
-**Class activity: Review P1 write-up reqs; Benchmark task spec
+**Class activity: Review Project ideas and step 1 write-up requirements; consider assessment tasks
-**Reading: Clark(or Feldon) paper; Contextual Inquiry?
+**Reading: [[Media:Feldon_Timmerman_etal_2010.pdf|Feldon paper]]
+***Posts: Do two posts on the Feldon reading.
-*9-12 Guest lecture
+*9-12 Cognitive Task Analysis and Think Alouds by guest lecturer Vincent Aleven
-**Due: Project step P1: Domain, Context & Initial Resources
+**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.
 *9-17 Discovering learning objectives (KCs) and Rational Cognitive Task Analysis
-**Reading: Newell & Simon; Zhu & Simon
+**Reading: [[Media:Zhu&Simon-1987.pdf|Zhu & Simon paper]]
+***Posts: Do two posts (total) on the readings.
 =====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 Cognitive Task Analysis: Think aloud
+*9-24 Empirical CTA: Difficulty Factors Assessment (DFA)
-**Reading: Gomol; [& suggestion from Aleven]
+**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
 **Reading: 5.Contiguity Principle (24 pages)
 **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 paper
+**Reading: [[Media:CS02-koedinger-terao-rev.pdf | Picture Algebra paper]]
+**Class activity: Work on P3. How will you collect data?
-*10-3 Modality & Redundancy Principles
+*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
+**Reading: 7.Redundancy Principle (18 pages)
+**Reading: [[Media:Koedinger-et-al-aied2013.pdf | e-learning data to improvement]] (10 pages)
-*10-10 Midterm quiz & review; Flex topic (design?) 			**Reading: Kirshner?
+*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
-*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)
-*10-17 Personalization Principle
 **Reading: 9.Personalization Principle (26 pages)
@@ Line 171: / Line 204: @@
 *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
+**DUE: P4: Assessment & Initial Instructional Design
-Assignment: P5 is due 11-7
+**Assignment: P5 is due 11-7
 *10-29	Leveraging Examples in E-Learning
@@ Line 182: / Line 216: @@
 *10-31 Does Practice Make Perfect
 **Reading: 12.Does Practice Make Perfect (28 pages)
-**Reading: Cognitive Tutor principles?
 *11-5 Learning Together Virtually
@@ Line 189: / Line 222: @@
 *11-7 Who’s in Control?
 **Reading: 14.Who’s in Control?	30 pages)
-Due: P5: Instructional Design Prototyping & Testing
-Assignment: P6
-*11-12	E-Learning to Build Problem Solving Skill
+*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)
-*11-14	Simulations and Games
-**Reading: 16.Simulations and Games (32 pages)
 *11-19	Applying the Guidelines
@@ Line 206: / Line 239: @@
 *11-26	Project Presentations
 **Faculty course evaluation
-**Due: P6: Research Design
+**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