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Jesse James Garrett: The Elements of User Experience

Jesse James Garrett: The Elements of User Experience
What the reviewers are saying: "brilliant" "invaluable" "a must-have" "an instant classic" "a quantum leap in explaining user experience" "will change the way you think about Web development" "the best book I have read so far about creating a great user experience" "there is probably no better book on the market that so clearly and rationally covers the entire area of user experience" read more reviews What it says on the cover: Smart organizations recognize that Web design is more than just creating clean code and sharp graphics. But creating the user experience can seem overwhelmingly complex. The Elements of User Experience cuts through the complexity of user-centered design for the Web with clear explanations and vivid illustrations that focus on ideas rather than tools or techniques. Advance praise for The Elements of User Experience: "Finally, a concise explanation of user experience that synthesizes its many disparate parts. From the Introduction: This is not a how-to book.

Elements of Learning Experience Design | Andre Plaut Teaching as a Design Science: Building Pedagogical Patterns for Learning and Technology. p. 1 teaching - art, science, design science (like engineering). Herbert Simon The Sciences of the Artificial. design principles rather than theories, heuristics of practice rather than explanations uses what is known about teaching to attain the goal of student learning, uses the implementation of its designs to keep improving them tools always important for teaching - from writing. not developed for education. p3 knowledge technologies. change our relationship to what is known and how it can be known. example: reading/writing about business case, role-play with simulation, experiment with spreadsheet… learning outcomes similar wrt factual, but different experiences, different ways of knowing. forms of knowledge: analytical, experiential, experimental. Roger Saljo knowledge generated by teachers is not shared p6 not meant as methodology for teaching practitioners, too much work format of a design pattern? p11 what is formal learning? p20 can learning goals be defined across disciplines.

IMS Learning Design Information Model Version 1.0 Final | IMS Global Learning Consortium Copyright © 2003 IMS Global Learning Consortium, Inc. All Rights Reserved. The IMS Logo is a trademark of IMS Global Learning Consortium, Inc. IPR and Distribution Notices Recipients of this document are requested to submit, with their comments, notification of any relevant patent claims or other intellectual property rights of which they may be aware that might be infringed by any implementation of the specification set forth in this document, and to provide supporting documentation. IMS takes no position regarding the validity or scope of any intellectual property or other rights that might be claimed to pertain to the implementation or use of the technology described in this document or the extent to which any license under such rights might or might not be available; neither does it represent that it has made any effort to identify any such rights. Copyright © 2003 IMS Global Learning Consortium. 1. 2. 3. 4. 5. Appendix A - Glossary About This Document List of Contributors Index R1.

A Visual Primer On Learning Theory Theories on how people learn are not new. Piaget, Bruner, Vygotsky, Skinner and others have theorized for years how it is we come to “know” things. Unlike many theories involving physics for example, it is unlikely that a single learning theory is “right,” and will ultimately prove other theories “wrong.” How people learn is complex, and any unifying theory on how it all happens that’s entirely accurate would likely be too vague to be helpful. In that way, each “theory” is more of a way to describe one truth out of many. 4 Traditional Theories Of Learning Of the published research and science, three of the more popular theories in the last fifty years are behaviorism, cognitivism, and constructivism. 1. 2. 3. 4. A Visual Primer On Learning Theory

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UCD Teaching & Learning - Plan Your Design Here are some ideas on how to plan your module design for either a fully on-line or blended format. This is a short two-page summary of the longer accompanying resource (Resource: Planning your Module Design for On-line or Blended modules). Introduction & Planning Off-line Your starting point is to carefully plan (off-line) your module’s teaching, learning and assessment activities to allow for an engaging and active learning experience. In the design of the learning environment, it is recommended that you should consider the teaching and learning principles. Have a listen to the informative video presented by Australian Learning and Teaching Council (ALTC) (2013) titled ‘Planning your on-line class.’ As for all module design processes, consider the needs of your student group and the context of their learning. Creating Themes/Units Integrating the Teaching and Learning Activities Figure 1. How Should I Document My Plans? Figure 2. How can I be Inclusive of all Learners?

NCAT Homepage How To Do It The National Center for Academic Transformation (NCAT) is committed to providing the expertise necessary to help higher education institutions achieve their student access, success and retention goals while reducing their instructional costs. Through constant testing and refinement of its course redesign methodology and by working with a diverse group of public and private colleges, universities and community colleges, NCAT has demonstrated that all post-secondary institutions are capable of achieving improved outcomes at a reduced cost. If you would like to learn more and to replicate this success, this is how we recommend you get started. NCAT was established in 1999 with funding from the Pew Charitable Trusts. Institutions, organizations and companies are encouraged to take full advantage of the resources offered on the NCAT website. Course Redesign Planning Resources Analysis, Publications and Change Strategies New to Course Redesign?

creating elearning - EL@N - University of Nottingham How can I make E-Learning Materials? E-learning is a very broad term, and can mean anything from the use of video, audio or computer-based materials. In light of this its very likely you have material already that can be used as the basis of some e-learning materials. You may find that internet sites also already have content that you can utilise - many websites such as the internet archive or THES contain repositories of useful internet based materials. Do I need any new skills? Each type of e-learning material has various skills needed to create it, one of those being the talent of the subject expert to create the material in the first place. I want to make new E-Learning materials Modern tools and e-learning systems are getting much easier to use, though its important to approach the process with an idea of how much time and resources you can commit and you can expect of others.

The Free eBook: How to become an eLearning Professional By Connie Malamed I never think of myself as an expert. Gaining expertise is an ongoing journey of continuous learning where there is no end in sight. Our field is particularly broad and deep. It encompasses aspects of cognitive science, learning theory, user experience, design thinking, human communication, user interface design, visual design, writing and scripting, marketing, business, information technology and probably many other domains. No one person can retain all of this information and no one person can be competent in all of the related skills. If you think of all the people in this domain as one giant mind, you can see how we gain expertise together. To become a “pro” in this career then, involves getting involved with people in our field and outside of it. Becoming a pro also means staying up-to-date and this is easily done through social media platforms. Even if you work alone, there’s no excuse for remaining isolated. Connie Malamed Company: Connie Malamed Consulting

Yishay Mor