ldtsemc

Seminar in Learning Design and Technology, Winter 2000

Education 229C

3 Units

Rationale for the Course

The curriculum for Learning Design and Technology students will focus on six areas:

Learning, cognition, and development
Design principles for technological learning environments
Technological literacy and skills
Research methods and evaluation
Curriculum and content
Organization structure and operation

The seminar will serve as a forum for students to discuss important elements of learning, design, and technology as they relate to the coursework, intern experiences, and interests. The seminar will serve to integrate the learning experience in the LDT program by presenting a series of problems in the design of learning environments. Students will be expected to complete design charrettes--small projects--focussing on limited aspects of the overall LDT design process. Case studies will also be presented and discussed to illustrate the application of principles in real-world settings.

Course description:

Each seminar will require that students navigate through one or more design sequences in learning environments rooted in a practical problem. Topics in learning, design and technology will be examined from a theoretical as well as practical, application perspective through readings and hands-on development as a team-collaborative effort.

Requirements:

Attendance and participation in the seminar and in an electronic discussion group.
Demonstration of abilities to apply Learning and Design principles to solve relevant learning problems using appropriate technology.
Journals; portfolios; written documentation of project components (plans, flow charts, etc.); specifications of product and other related documents and materials; regular progress reports presented to the seminar (as relevant to specific problems).
A product or project prototype presented to seminar. This will include an oral presentation.
Pro-active, entrepreneurial assumption of responsibilities
Demonstration of ability to work individually as well as collaboratively.

Assignments:

There will be three assigned charrettes:.

The Tufte charette is described here

The second charette is a text and learning design project with Chris Doner, from Access Softek. Details will be forthcoming.

The third project will be a project of your own choosing, to be presented to the seminar and demonstrated as a prototype. More details will be available.

The final project will be a discussion of The Diamond Age.

REFERENCES

Cooper, A. (1995). About face : The essentials of user interface design. Foster City, CA: IDG Books.

Eddy, S. (1997). HTML In Plain English. New York: MIS: Press.

Flagg, B. (1990). Formative Evaluation For Educational Technologies. Hillsdale, NJ: LEA.

Greenbaum, T. (1993). The handbook for focus group research. New York: Lexington Books.

Gillingham, M. (1993). Effects of question complexity and reader strategies on adults' hypertext comprehension. Journal of Research on Computing in Education, 26, 1-15.

Lajoie, S. P., & Derry, S. J. (Eds.). (1993). Computers as cognitive tools. Hillsdale, N.J. : Lawrence Erlbaum Associates. (Esp. Lehrer, Patterns of hypermedia design.)

Mayer, Richard E. (1997). Multimedia learning: Are we asking the right questions? Educational Psychologist, 32(1), 1-19.

Nardi, B., (ed.). (1996). Context and Consciousness. Cambridge, MA: MIT Press.

NCSA--A Beginner's Guide to HTML. (http://www.ncsa.uiuc.edu/General/Internet/WWW/HTMLPrimer.html)

Norman, Donald A. (1988). The design of everyday things. New York :Doubleday.

Pelz, D. (1967). Creative tensions in the Research and Development Climate. .Science, 157, 69-74.

Rubin, H., & Rubin, I. (1995). Qualitative interviewing: the art of hearing data. Thousand Oaks, CA: Sage.

Schuler, D. & Namioka, A., (eds.). (1993). Participatory Design: Principles and Practices. Hillsdale, NJ: LEA.

Siegel, D. (1996). Creating Killer Web Sites. Indianapolis: Hayden Books.

Stephenson, N. (1995). The Diamond Age: Or a Young Lady's Illustrated Primer. New York: Bantam Books.

Tufte, E. (1983). The Visual Display of Quantitative Information. Cheshire, Conn.: Graphics Press.

Tufte, E. (1990). Envisioning Information. Cheshire, Conn.: Graphics Press.

Tufte, E. (1997). Visual Explanations. Cheshire, Conn.: Graphics Press.

Turkle, S. (1995). Life On The Screen : Identity In The Age Of The Internet. New York : Simon & Schuster.

Turkle, S. (1984). The Second Self : Computers And The Human Spirit. New York : Simon & Schuster.

Weinman, L. (1996). Designing Web Graphics: How To Prepare Images And Media For The Web. Indianapolis: New Riders Publishing.

Winograd, T., (ed.). (1996). Bringing Design to Software. New York: Addison-Wesley.

Wurman, R. (1989). Information anxiety is produced by the ever-widening gap between what we understand and what we think we should understand. New York : Doubleday.

Yale C/AIM WWW Style Manual. (http://info.med.yale.edu/caim/manual/contents.html)