數位學習的密笈：「ISD」教學系統設計

ISD Models基本架構

　

  • Q：有沒有什麼祕笈可以研發優質的數位教材？

  • A：既然是找尋「有效的學習方案」，是辨症論治的複雜且繁重工作， 雖然基本步驟只有「ADDIE」五步，但是其中瑣事一籮筐，若是沒有五年七年的醫事培育、或十年八年的上山學武、恐怕難以闖蕩數位學習的江湖。

  • Q：什麼？五年七年？十年八年？？別開玩笑了！都數位+奈米科技時代了，有沒有更快、更好、更怡人的撇步(訣竅)呢？

  • A：快速的訣竅？開什麼玩笑啊~~~！你難道沒有聽蘇格拉底說過：學問一途、無帝王之路？ 也就是說：Learning的解決方案都要「一步一腳印」的走一趟『教學系統設計Instructional System Design (ISD)』的每個步驟：

    • 分析Analysis & 專案企劃 Project Planning

    • 設計Design

    • 製作發展Development

    • 實施應用Delivery/Implementation

    • 評鑑品管Evaluation

各種 ID Models

　

  • 當下投入數位學習領域的人仕，都可以算是走在社會趨勢的尖端、首先衝數位之浪的選手，是不能期待有完善的支援、資源、標竿的，要靠自己戮力奮發、一一創建自己的創見的。

　

  • 做中學 Learning by Doing：研究所實作課程

快速雛形 Rapid Prototyping model  (spiral cycle螺旋模式)

  • Rapid prototyping

    • Tripp, S., & Bichelmeyer, B. (1990). Rapid prototyping: An alternative instructional design strategy. Educational Technology Research & Development, 38(1), 31-44.

  • 雛形快速模式 Rapid prototyping. In a design process, early development of a small-scale prototype used to test out certain key features of the design. Most useful for large-scale or projects.

    • (Wilson, B. G., Jonassen, D. H., & Cole, P. (1993). Cognitive approaches to instructional design. In G. M. Piskurich (Ed.), The ASTD handbook of instructional technology (pp. 21.1-21.22). New York: McGraw-Hill.)

    • concept definition

    • implementation of a skeletal system

    • user evaluation and concept refinement

    • implementation of refined requirements

    • user evaluation and concept refinement

    • implementation of refined requirements

  • Rapid Instructional Design (Sivasailam "Thiagi" Thiagarajan)

    • 1. Speed up the process.
      2. Use a partial process.
      3. Incorporate existing Instructional materials.
      4. Incorporate existing noninstructional materials.
      5. Use templates.
      6. Use computers and recording devices.
      7. Involve more people.
      8. Make efficient use of subject matter experts.
      9. Involve trainees in speeding up instruction.
      10. Use performance support systems.

Rapid instructional design: Learning ID fast and right.    ~by Piskurichm George M.

  •  [pre-instructional design] Before you do anything --organizational needs, performance assessment, assessing training needs, choosing needs to address, Needs Analysis report, quick and dirty cost/benefit analysis

  • [Analysis] Do you know what you need to do? -- data-collection methods, types of analysis, computer-aided analysis

  • [Design] How to do it? -- make the right decision now, delivery decision (training setting), objectives, design documents, course descriptions, gathering content, adding structure: the Instructional Plan, trainee evaluation (test questions and tests), hints for designing in various formats

  • [Development] Doing it right -- end products of development, lesson plan as a end product, participants' package and other print materials, other media, hints for developing materials

  • [Implementation] Getting it where it does the most good-- besta tests and pilots, reviews revisited, common implementation issues, hints for implementation

多媒體發展模式 Multimedia Design Model (Thomas  Reeves)

 

過程 PROCESS

產出PRODUCT

　

分

析

• Conducting Needs Assessment 需求分析

• Preparing Audience Assessment 對象分析

• Specifying Content and Objectives 內容目標

• Selecting Authoring Systems系統程式

• Selecting Delivery Systems傳輸系統

• Planning Project 規劃專案時程

• Planning Evaluation Strategies 評鑑策略

• Needs Assessment Report

• Learner Profile

• Content Outline

• Learning Hierarchy

• Instructional Objectives

• Authoring System Specs.

• Delivery System Specs.

• PERT Chart

• Project Timetable

• Evaluation Plan

設

計

• Creating Treatment Specifications 處理手法

• Specifying Instructional Interactions 教學互動

• Screen Layout Design 畫面(版面)設計

• Prototyping 雛型系統

• Screen Flowcharting 畫面流程圖

• Writing Scripts Specifications 腳本格式

• Storyboarding (Formatting Screens)分鏡腳本

• Conducting Formative Reviews 形成性評鑑

• Treatment Description

• Instructional Archetypes

• Flowcharts

• Scripts

• Format Sheets

• Prototypes

• Improvement Specs

發

展

• Authoring Interactions 編輯互動

• Creating Graphics 繪製素材

• Preparing Adjunct Materials 輔助材料

• Conducting Preproduction 前製作

• Conducting Production 製作

• Conducting Postproduction 後製作

• Integrating Optical Media & Code 整合媒體

• Interactive Code

• Graphics

• Adjunct Materials

• Program Document

• Shot Lists

• Audio, Animation, Video

• IMM Program

評

鑑

• Documenting Project 專案文件

• Testing IMM 測試互動媒體

• Validating IMM 修訂

• Conducting Impact Evaluation 影響評鑑

• Project Documentation

• Functionally Valid IMM

• Instructionally Valid IMM

• Formative Evaluation Report

• Effectiveness Eval. Report

• Impact Evaluation Report

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R2D2 教學模式 Recursive, Reflective Design and Development Model   (Willis)

  • 1. Definition Focus

    (1) front-end analysis    (2) learner analysis   (3) task analysis   (4) concept analysis    (5) specifying instructional objectives. 

    2. Design and Development Focus

    (1) Media and Format Selection   (2) Selection of a Development Environment  (3) Product Design and Development:

    • (A). Surface Design-screen layout, typography, language, graphics, illustrations, sound.

    • (B). Interface Design-look and feel, user interaction, help, support, navigation, metaphors.

    • (C). Scenario-sequence of simulation options/ choices, results.

     (4) Evaluation Strategy:  Student Tryouts, Expert Appraisal: Component Feedback, Package Critique

    3. Dissemination Focus

    (1). final packaging  (2). diffusion  (3). Adoption

ASTD Roadmap for E-Learning

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The Process of Making Multimedia (Vaughan)

  • By Vaughan, Tay (2004). Mulimedia Making It Work (7th ed.)。

  • 非常重視品管，各階段都有Evaluation Report。

    • Analysis/Planning分析規劃

      The Idea；Pretesting: Project Goal, Skill-set needed, content outline, marketing, prototype on paper

    • Design設計

      Prototyping development: Screen mock-up, content map, human interface, story message, test prototype； Alpha development: Flowcharts, Storyboards, finalize story scripts, produce graphic art, sound & video, solve technical problems, test working prototype

    • Development發展

      Beta development: distributed to limited tester list, respond to bug reports, user documents, prepare packaging, gold candidates, announce to press and PR lists

    • Delivery發行

      Prepare Technical support, Install sales team, Replicate gold master, Pay bonuses, Hold launch party； Ship product

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Technology-Based Training: The Art and Science of Design, Development, and Delivery    ~~by Kevin Kruse, Jason Keil

  • Overview-- Models of technology-based training, Interactivity, advantages and limitations, Project Team: Roles & Responsibilities, Tools needed

  • Choosing the right technology-- Technology used, CD-ROM, WWW
     Guaranteed results with a systematic design process-- analysis, design, rapid prototyping, development, implementation, evaluation

  • Designing Lessons for Adult Learners-- Value of ID, how adult learn, Gagne's approach to training, Mager's learning objectives, Motivating learners, constructivism

  • Secrets of user interface design-- use visuals, help the user remember, put the user in control, create consistent and logical designs, provide informative guidance and feedback

  • Managing Cost & Benefits-- Cost-benefit analysis, measuring cost, measuring benefits, measuring results

  • Working with a vendor-- determine project budget, find potential vendors, creating an FRP, selecting a vendor, tips for reducing project costs, Tricks, traps, and other vendor shenanigants, Rules for establishing a good vendor-client relationship, milestones in managing the development process

  • Selling your projects internally-- needs and language of senior executives, concernss and language of Information Technology department, Presenting the business case, model memo describing new TBT projects
    Cases

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Designing Web-Based Training: How to Teach Anyone Anything Anywhere Anytime     ~by William K. Horton

  • 選擇WBT方式：教師主導或學生主導、同步或非同步、學生人數(class size)、使用場域﹙何時﹖在哪裡﹖用什麼科技﹖﹚、從0%~100%的WBT (混合教學方式)、決定引用的軟硬體科技﹙系統OS、瀏覽器、伺服器、程式語言、呈現的媒體元素﹚、決定隱喻﹙有哪些隱喻例子﹖被成功引用的隱喻﹖隱喻的聰明抉擇﹚、小心地命名！

  • 建立課程網站架構Framework：告知學習者的基本訊息﹙宣佈本課程的鏈結處﹚、課程說明、學習目標、版權申明、開發團隊、使用規定、特殊要求、致謝﹚，學習者註冊/登錄，課程內容﹙歡迎、學習者紀錄、首頁、目錄頁、課程表頁、教師指引、作業、參考資源、搜尋輔助、索引、網站地圖﹚，蒐集使用意見、學習紀錄報表等。

  • 組織學習次序：家教式Tutorials、活動為主式Activity-centered lessons、導覽式Knowledge-paced tutorials、探索引導式Exploratory tutorials。

  • 課程Lesson網頁Page：歡迎、簡介、相關資源、摘要、例子、選擇、事件、程序、回饋
    學習活動：活動元件、適用於WBT的活動--展示、講授、演練、專案研究、分析、設計、腦力激盪、個案討論、角色扮演、團體批判、虛擬實驗室、實務操弄、教學遊戲﹚，傳統教室活動的轉移，活動的各項輔助 。

  • 測驗評量、有意義的回饋；促進合作學習的機制﹙電子郵件、討論區、聊天室、電子白板、螢幕分享、語音會議、視訊會議﹚、激發主動參與；虛擬教室的老師該怎麼教；提昇學習動機；放眼全球市場；飛越科技屏障(軟硬體的親和力)

  • 其他學習活動：圖書館、博物館、字典、工作輔助、學習輔導、會議、導覽、參觀、模擬 。

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The Elements of User Experience: User-Centered Design for the Web.
　 　

　

教材設計：原理與實務（Writing Training Materials That Work: How to train anyone to do anything）

  • Foshay、Silber、Stelnicki原著（2004）。台北: 雙葉書廊。

1、認知取向的教育訓練

從認知學習取向討論教學設計、認知學派對學習的觀點、敘述性與程序性知識及其次級分類

2、認知訓練模式

一種新的認知模式、學習任務和單元要素、如何解讀認知訓練模式、辨別我們的模式和蓋聶的模式、如何使用此模式

3、如何開始一個單元：最重要的三個單元要素

運用單元要素來設計概念、運用單元要素來設計實作

4、如何組織和呈現資訊：訊息設計原則

運用單元要素來幫助學習者組織資訊

5、教導事實

關於事實、教導事實的基本策略、運用單元要素來教導事實

6、概念教學

關於概念、概念教學的一般性策略、運用單元要素進行概念教學

7、原則及心智模式的教學

關於原則及心智模式、教授原則及心智模式的一般性策略、運用單元要素教授原則及心智模式

8、教授結構明確的問題解決

關於結構明確的問題解決、應用一般的策略來教授結構明確的問題解決、運用單元要素來教授結構明確的問題解決

9、教授結構模糊的問題解決

關於結構模糊的問題解決、學習結構模糊問題解決的相關問題、應用一般的策略來教授結構模糊的問題解決、運用單元要素來教授結構模糊的問題解決

10、教導故障檢修

關於故障檢修、應用一般的策略來教導故障檢修、運用單元要素來教導故障檢修

11、完整單元的教學

組合敘述性和程序性的教學：二種作法、二個關鍵的教學設計議題、組合單元舉例

12、認知取向的教學策略議題

目的與取向、行為主義與認知主義取向的差異

13、關於敘述性知識教學之相關議題

敘述性知識與程序性知識的不同、事實、概念、原則與心智模式、敘述性知識教學的常見錯誤

14、關於程序性知識教學之相關議題

關於程序性知識、人們如何解決問題、問題解決的策略、教導問題解決的程序性知識、教導故障排除

　

  • Bromley、Vitis、Modlo原著。（2005）圖像化學習（Graphic organizers）。台北：遠流文化。

  • Lohr, L. L. (2003). Creating Graphics for Learning and Performance: Lessons in Visual Literacy. New York, NY: Prentice Hall.

  • 西村克己（2004）。開創圖解力。台北：商周出版。

  • 永山嘉昭(2005)。超說服圖解作法鐵則：Office繪圖功能徹底活用。先鋒企管。

　

 　

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