E-Learning Design Principles and Methods 2016
- 1 Course Details
- 2 Goals
- 3 Flipped Homework: Reading Quizzes and Reading Reports
- 4 Laptop Policy
- 5 Grading
- 6 Class Schedule in Brief
- 7 Class Schedule with Readings and Assignments
- 7.1 E-Learning Introduction 9-1 to 9-3
- 7.2 Instructional Goals and Cognitive Task Analysis 9-8 to 9-15
- 7.3 Cognitive Task Analysis and Think Alouds 9-17 to 9-22
- 7.4 Multimedia Principles 9-24 to 10-22
- 7.5 Learning By Doing Principles 10-27 to 11-24
- 7.6 Project Presentations 12-1 to 12-10
- 7.7 Final Project Due on 12-18
- 7.8 Final Exam Date - Thurs December 17, 1-4pm in GHC5222 -- Bring laptop to exam
Course number: 05-823
Semester: Fall 2015
Carnegie Mellon University
9:00 to 10:20 Tuesday & Thursday
Gates Hillman Center (GHC) Room 5222
Professor Ken Koedinger
Office: 3601 Newell-Simon Hall, Phone: 412-268-7667
Email: Koedinger@cmu.edu, Office hours by appointment
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.
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.
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.
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
- 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 9-3
- Sept 1 Overview; Examples Assignment; Project; 1.E-learning; KLI Framework events (The "1." indicates this is a chapter in the Clark & Mayer book)
- Sept 3 2.How People Learn; 3.Evidence-based practice;; KLI Framework Events
- Instructional Goals and Cognitive Task Analysis 9-8 to 9-15
- Sept 8 Determining instructional goals; Structured Interviews; Contextual Inquiry
- Sept 10 In-class practice on goal setting & interviewing; assessment writing
- Sept 15 Frameworks & Standards; Evidence-based design; KLI KCs
- Cognitive Task Analysis and Think Alouds 9-17 to 9-22
- Sept 17 In-class practice on assessment, design & implementation
- Sept 22 Discovering learning objectives (KCs) & Rational Cognitive Task Analysis
- Multimedia Principles and Cognitive Task Analysis 9-24 to 10-22
- Sept 24 KLI Learning & Instructional Events; 4.Multimedia 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 9-3
- 9-1 Overview; Example assignment; Project; E-learning intro
- Class activity: Discuss your interests in e-learning
- Class activity: Promises & pitfalls review of e-learning examples
- 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
- Assignment: Examples (click to get) is due next Thursday, 9-10
- BRING two screen shots of your 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 How People Learn; Evidence-based practice; KLI Framework events (Slides) (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.
- 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: KC type in e-learning examples
- Class activity: Project idea discussion
- Come prepared with a preliminary project idea
- Class activity: Principles present in e-learning examples
- DUE: Examples assignment is due at beginning of class. Please submit on blackboard.
- For next time:
- 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 readings & b) associated quizzes on Blackboard
- For next time:
Instructional Goals and Cognitive Task Analysis 9-8 to 9-15
- 9-8 Determining instructional goals; Structured Interviews; Contextual Inquiry
- Class activity: Review Project ideas and step 1 write-up requirements; consider assessment tasks
- Reading: Feldon paper
- Do the quizzes on the Feldon reading.
- 9-10 In-class practice on goal setting & interviewing; assessment writing
- 9-15 Frameworks & Standards; Evidenced based design; KLI KCs
Cognitive Task Analysis and Think Alouds 9-17 to 9-22
- 9-17 In-class practice on assessment design & implementation
- 9-22 Discovering learning objectives (KCs) and Rational Cognitive Task Analysis
Multimedia Principles 9-24 to 10-22
- 9-24 KLI Learning & Instructional Events; 4.Multimedia Principle; 5.Contiguity Principle
- 9-29 Empirical Cognitive Task Analysis: Difficulty Factors Assessment (DFA)
- Reading: Heffernan paper
- Do the quizzes for the reading.
- Come with an attempt at a model of one of your task solutions and, ideally, with an initial draft of project step 2.
- Reading: Heffernan paper
- 10-1 DFA (con't)
- Due: P2: Benchmark Tasks & Rational Cognitive Task Analysis
- Finish discussion for DFA and Heffernan from last time
- Introduce step P3
- 10-6 Modality Principle & Redundancy Principle
- Reading: 6.Modality Principle (18 pages)
- Reading: 7.Redundancy Principle (18 pages)
- Do the quizzes for the readings.
- Class activity: Work on P3. How will you collect data?
- 10-8 Cognitive Task Analysis to improve model building & instructional design
- 10-13 CTA via Data Mining
- Reading: e-learning data to improvement (10 pages)
- Do quizzes for the reading
- Reading: e-learning data to improvement (10 pages)
- 10-15 Coherence Principle & Personalization Principle
- Reading: 8.Coherence Principle (28 pages)
- Reading: 9.Personalization Principle (26 pages)
- Due: P3: Empirical Cognitive Task Analysis & Cognitive Model of Instructional Goals
- Do quizzes for Chapter 8
- Optional Practice quiz for Chapter 9 (not included in total quiz points)
- 10-20 Midterm Review
- 10-22 Midterm exam Bring laptop to class
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
- 11-12 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