E-Learning Design Principles and Methods 2016

Course Details

Course number: 05-823

Semester: Fall 2015

Carnegie Mellon University

Class times

9:00 to 10:20 Tuesday & Thursday

Location

Gates Hillman Center (GHC) Room 5222

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 instructor.

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_2014

For quizzes and reading reports go 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 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.

Laptop Policy

Given that class discussion is a major part of the course, laptops, cell phones, and smart phones are not to be used in class during Lecture days. Failure to listen to this will result in a reduction in your participation grade. During testing days (marked as such on the schedule), however, you will need your laptop.

Students have the option of using a laptop during presentations only if they are doing so to take notes and submit those notes to the full class for example on blackboard. To facilitate note taking during Lecture days, lecture slide handouts may be provided, if requested.

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

• 40% Final Project Project assignment
  • Six parts of final project
  • Final project submission
• 5% E-Learning examples assignment
• 15% Midterm exam
• 15% Pre-class quizzes & reading reports
• 20% Final Exam
• 5% Class participation

Class Schedule in Brief

• E-Learning Introduction 9-1- to 9-10
  • Sept 1 Overview; Examples Assignment; Project
  • Sept 3 1.E-learning; KLI Framework events (The "1." indicates this is a chapter in the Clark & Mayer book)
  • Sept 8 2.How People Learn; KLI KC's
  • Sept 10 3.Evidence-based practice; KLI Learning & Instructional Events
• Instructional Goals and Cognitive Task Analysis 9-15 to 9-22
  • Sept 15 Determining instructional goals (tasks)
  • Sept 17 Cognitive Task Analysis and Think Alouds
  • Sept 22 Discovering learning objectives (KCs) & Rational Cognitive Task Analysis
• Multimedia Principles and Cognitive Task Analysis 9-24 to 10-22
  • Sept 24 4.Multi-media Principle & 5.Contiguity Principle
  • Sept 29 Empirical Cognitive Task Analysis: Difficulty Factors Assessment (DFA)
  • Oct 1 (con't)
  • Oct 6 6.Modality Principle & 7.Redundancy Principle
  • Oct 8 CTA to improve model building & instructional design
  • Oct 13 CTA via Data Mining
  • Oct 15 8.Coherence Principle & 9.Personalization Principle
  • Oct 20 Midterm review &
  • Oct 22 Midterm exam & Flex topic Bring laptop to class
• Learning By Doing Principles 10-27 to 11-24
  • Oct 27 10.Segmenting and Pretraining
  • Oct 29 KLI & Selecting appropriate instructional principles
  • Nov 3 11.Leveraging Examples in E-Learning
  • Nov 5 12.Does Practice Make Perfect
  • Nov 10
  • Nov 12 14.Who’s in Control? (need substitute for this class)
  • Nov 17 15.E-Learning to Build Problem Solving Skill
  • Nov 19 16.Simulations and Games
  • Nov 24 17.Applying the Guidelines
  • Nov 26 Thanksgiving, no class
• Project Presentations 12-1 to 12-10
  • Dec 1 Project Presentations
  • Dec 3 Project Presentations
  • Dec 8 Project Presentations
  • Dec 10 Project Presentations
• Final Project due Dec 18
• Final Exam Date - Thurs Dec 17, 1-4pm in GHC 5222 Bring laptop to class

Class Schedule with Readings and Assignments

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

E-Learning Introduction 9-1 to 9-10

• 9-1 Overview, course project, your interests
  • Class activity: Discuss your interests in e-learning
  • Assignment: Examples (click to get) is due next Thursday, 9-10
    • BRING two screen shots of your first example to next class
  • Assignment: Project step 1 is due in 16 days on Thursday, 9-17
  • NOTE: See reading assignment for next time on next date.

• 9-3 E-learning intro and KLI Framework events
  • 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 quizzes on Blackboard

• 9-8 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!
  • Read KLI Framework paper sections 1-3 (18 pages)
  • Do the quizzes for Chpt2 and KLI#1 on Blackboard.
  • 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

• 9-10 Evidence-based practice and KLI Learning & Instructional Events Media: (Slides)
  • Reading: 3.Evidence-based practice (18 pages)
  • Reading: KLI sect 4-5 (12 pages)
  • Do the quizzes for Chpt3 and KLI#2 on Blackboard.
  • 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 9-15 to 9-22

• 9-15 Determining instructinal goals (task)
  • Class activity: Review Project ideas and step 1 write-up requirements; consider assessment tasks
  • Reading: Feldon paper
    • Posts: Do the quizzes on the Feldon reading.

• 9-17 Cognitive Task Analysis and Think Alouds
  • DUE: Project step P1: Domain, Context & Initial Resources
  • Assignment: Project step P2a is due on 9-25
  • Reading: Lovett paper and Gomoll paper
    • Posts: Do the quizzes on the Lovett and Gomoll papers.

• 9-22 Discovering learning objectives (KCs) and Rational Cognitive Task Analysis
  • Reading: Zhu & Simon paper
  • Optional Reading: Working Minds: A practitioner's Guide to Cognitive Task Analysis, Ch 1 and Ch 2
    • Posts: Do the quizzes on the reading.

Multimedia Principles and Cognitive Task Analysis 9-24 to 10-22

• 9-24 Multi-media Principle & 5.Contiguity Principles
  • Reading: 4.Multi-media Principle (24 pages)
  • Optional Reading: Working Minds: A practitioner's Guide to Cognitive Task Analysis, Ch 1 and Ch 2
  • Readings: 5.Contiguity Principle (24 pages)
    • Do the quizzes for the reading.

• 9-29 Empirical Cognitive Task Analysis: Difficulty Factors Assessment (DFA)
  • Reading: Heffernan paper
    • Do the quizzes on the reading.
  • Come with an attempt at a model of one your task solutions and, ideally, with an initial draft of project step 2a.

• 10-1
  • Due: P2a:Benchmark Tasks & Rational Cognitive Task Analysis
  • Finish discussion for DFA and Heffernan from last time
  • Introduce step P2b

• 10-6 Modality Principles & Redundancy Principle
  • Reading: 6.Modality Principle (18 pages)
  • Do quizzes for Chapter 6
  • Class activity: Work on P2b. How will you collect data?

• 10-8 Cognitive Task Analysis to model building & instructional design
  • Reading: Clark_CTA_In_Healthcare_Chapter_2012
  • Optional readings:Working Minds Ch 5; Clark et al., 2007 Chapter proof
  • Do two posts for reading on Discussion Board
  • Class activity: Work on P2b. Analyzing your data

• 10-13 & CTA via Data Mining
  • Reading: 7.Redundancy Principle (18 pages)
  • Reading: e-learning data to improvement (10 pages)
  • Do quizzes for Chapter 7 and e-learning data to improvement paper

• 10-15 Coherence Principle & Personalization Principle
  • Reading: 8.Coherence Principle (28 pages)
  • Reading: 9.Personalization Principle (26 pages)
  • Due: P2b: Empirical Cognitive Task Analysis & Cognitive Model of Instructional Goals
  • Optional Practice quiz for Chapter 9 (not included in total quiz points)

• 10-20 Midterm Review
  • • • Do quizzes for Chapter 8

• 10-22 Midterm exam Bring laptop to class
  • Optional Readings:
    • Visual & Graphic Design for e-learning blog
    • Do Learners Really Know Best? Urban Legends in Education

Learning By Doing Principles 10-27 to 11-24

• 10-27 Segmenting and Pretraining
  • Reading: 10.Segmenting and Pretraining (18 pages)
  • Do quizzes for Chapter 10

• 10-29 KLI & Selecting appropriate instructional principles
  • Reading: KLI sections 6-7
  • Assignment: P3a and 3b are due 11-12
  • Do quizzes for reading.

• 11-3 Leveraging Examples in E-Learning
  • Reading: 11.Leveraging Examples in E-Learning (28 pages)
  • Do quizzes for Chapter 11

• 11-5 Does Practice Make Perfect
  • Reading: 12.Does Practice Make Perfect (28 pages)
  • Do quizzes for Chapter 12

• 11-10

• 11-12 Who’s in Control?
  • Reading: 14.Who’s in Control? (30 pages)
  • Do quizzes for Chapter 14

• 11-17 E-Learning to Build Problem Solving Skill
  • Reading: 15.E-Learning to Build Problem Solving Skill (30 pages)
  • Do quizzes for Chapter 15
  • DUE: P3a: Assessment & Initial Instructional Design and P3b: Instructional Design Prototyping & Testing
  • Assignment: P4 is due 12-1

• 11-19 Simulations and Games
  • Reading: 16.Simulations and Games (32 pages)
  • Do quizzes for Chapter 16

• 11-24 Applying the Guidelines
  • Reading: 17.Applying the Guidelines (24 pages)
  • Do quizzes for Chapter 17

• 11-26 Thanksgiving, no class

Project Presentations 12-1 to 12-10

• 12-1 Project Presentations
• 12-3 Project Presentations
  • Faculty course evaluation
  • DUE: P4: Research Design
  • Assignment: Final Project is due 12-18. It should include the reflection statement (see the project assignment handout).
• 12-8 Project Presentations
• 12-10 Project Presentations

Final Project Due on 12-18

• 12-18 Project Due