Two Kinds of Basic Design Conceptual Design Conceptual Design. Presentation Design Creating the learning “architecture” of the program Creating the “look and feel” of the program

Conceptual Design Three questions must be answered: Three questions must be answered:. 1. How will the content be organized? 2. How will the learners interact with the program? the program? 3. What kind of context will the learners do it in? do it in?

Structuring/Organizing Your Content Formal-Hierarchical Approach Course Unit 2Unit 1Unit

Structuring/Organizing Your Content Formal-Hierarchical Approach: Learning decomposed into constituent parts Learning decomposed into constituent parts Very systematic Very systematic Tends to be linear Tends to be linear

Structuring/Organizing Your Content Network Structured Approach

Structuring/Organizing Your Content Network Structured Approach: Content is highly modular Content is highly modular Students select sequence based on personal Students select sequence based on personal needs and preferences needs and preferences Centered around getting learners started Centered around getting learners started quickly on relevant tasks quickly on relevant tasks

Structuring/Organizing Your Content Competence-Based Approach

Structuring/Organizing Your Content Competence-Based Approach: Content is structured not formally in terms Content is structured not formally in terms of a hierarchy, but in the service of function of a hierarchy, but in the service of function One competency, complete in itself, is One competency, complete in itself, is mastered at a time mastered at a time Only the content that is required for that Only the content that is required for that specific achievement is covered specific achievement is covered Used with more complex tasks where learners Used with more complex tasks where learners have to know certain things before proceeding have to know certain things before proceeding

Structuring/Organizing Your Content Spiral Curriculum Approach

Structuring/Organizing Your Content Spiral Curriculum Approach: Content is structured in the service of Content is structured in the service of function again function again Complexity dealt with by introducing topics Complexity dealt with by introducing topics in phases that build on each other in phases that build on each other Skills and knowledge introduced at basic Skills and knowledge introduced at basic level -- at second level same skills and level -- at second level same skills and knowledge are examined, but at more knowledge are examined, but at more demanding level demanding level

Structuring/Organizing Your Content Thematic/Case-Based Approach Task 1 Task2

Structuring/Organizing Your Content Thematic/Case-Based Approach: Content introduced as part of the theme Content introduced as part of the theme of the unfolding story of the unfolding story Content is embedded in an “authentic” task Content is embedded in an “authentic” task

Structuring/Organizing Your Content Generative Approach

Structuring/Organizing Your Content Generative Approach There is no structure at all -- only “tools” to There is no structure at all -- only “tools” to solve problems solve problems Content is generated by students as they use Content is generated by students as they use a tool to solve problems a tool to solve problems

Learner Interaction with the Program Directed Learning Constructivist Free Access/Browsing Tutorials Tutorials Drill & Practice Drill & Practice Intelligent Tutorials Intelligent Tutorials Simulations/Case-Based Simulations/Case-Based Discovery Discovery Apprenticeship Apprenticeship Constructionism -- Constructionism -- Learning Tools Learning Tools Archives Archives

Learner Interaction with the Program Constructionism: Learning through the construction of artefacts (e.g. LOGO) Apprenticeship: Apprenticeship: 1) Model of expert performance provided 2) Apprentice works on task with coaching from master; master provides hints, comments, and handles more master provides hints, comments, and handles more complex parts complex parts 3) Master’s support gradually removed (scaffolding)

Learner Interaction with the Program Discovery : 1) Explicit instructional material minimized -- “natural” patterns of learning supported “natural” patterns of learning supported 2) Learners started on meaningful tasks quickly 3) Support provided for exploration, reasoning, and improvisation improvisation 4) Error recognition and recovery strongly supported

Learner Interaction with the Program Forms of Guidance 1) Amount of orientation 2) Amount of structure 3) How evaluation managed Information provided Support provided Feedback provided External Intrinsic

Learner Interaction with the Program Orientation Information Provided State objectives Model target Explicit access -- apprenticeship Implicit access -- problem + resources examples + refinement Set task

Compositional Context for the Learner Book Game Textbook Reference hyperbook Arcade Game Adventure Game Workbook This provides a bridge to discussions about the overall look and feel of the program, or presentation design.

Compositional Context for the Learner Tool Simulated Visit Simulated Task Case-based Task Composition Tools Museum Region Knowledge Mapping Simulated Experiment Virtual Reality