You are on page 1of 38

!

" # $%
$ !

&

'

( &
)

+ $$.

+
.

&

,$
0 1
.+

2 &
&

&

( 33
!
*
1

.,

"/6

"

"
; #

"# .

,?

'

>

<

& )

.
4

"#

/ 1 - 1

#: I

@B
#

D#

D#

7, 1

"

, <A) ? /
" &

!<

"

@ "-

<

(
0

1= : 4

" B
(

" #

/ B

H #+

/ <-6

3 C

" K&

6
*"

" #

, C

.: ,

LB M, 1 / !

: !"/
:

F, @ !

, "# $

,
(

4 #: %

@6 0 & . 5 6( 0 .
.

%,

"

0 B

"

@ !5 Simonson,et.,al.,2000,p23 4 "
=

+ !

"=

.# 8

+ </

"%& % ' (

7 ,2 . 3
# :

"

"# $

,H

"# $

/
0

!
!

B
!
!

" B

" #

;7

H #+

( $ $% + 6
"

< 6

!"

; 6

5 #

" .

*"

1/ C

7
4+

. ,
0 .

.-

/ '

. #M

K-6

,H

1 %

,
8

@ P Instructional Design O

@ 0J
@

%,
!

,H @

K-

"

"

"

7, C

"#

@ 7<

75 6

" )

O" )

' ( P Design
.

W
, 5#

SK

K 6(

.#

R
,

1 % ,"
U (

Y Z ) 8: H

" #

"#

. ,"B

O
/

. "$ '
6

'(

. ,H @

G X "

,P Blueprint

"#

"#

"#
,

'

H @

.V >

(!
" /

C
.

: 4#

,"

,P

,U
"

"

"/6
/

1& % '

"

/ ' ( 5 ) P Instructional DesignerO

@
>

1= %
@

OPH @

1 B

P Systematic Process O " B

:O

? # Q 7 !H

"6

8 /

NC

(!
&

!PH

Instructional System O "


'(

@ 1= : NC

P Smith & Ragan,1999,P.2-5O

"#

K
"B

.[

:4 6 "

! P 7: 17 4

O <K

,P

:,
0

:9 / O"

82

' ( < )(

\H

\N

H
0

.# 1

<

1 /: "

"

+ G

+ T

!"

/ '(

"

, [ .: <

('("

P Process O "

< 6
>

@ *<

" B

"

, 5

,< /

6
"

P B
6/

:O W

/ "

"

U (

"

?/

% P Applied Science O

=8

5 : 8: ,

@ 6

'( B

.#

! @
6

!< /

#
(

"

.#

(Instruction & Teaching O

6/

@ P Discipline O
@ , 1 .: !

"

P Linking Science O

!P Berger & Kam ,1996,P.1,2 O

&

8
, .

% , P Design O
.

!"

" )
!<
< .
"

N
/

" .

:,

" @

=6 5 > ) 8

"

"7
#

#
0 ^B

=6

" )
!

.#
8

Z)U ("

&.

9#

/3 :
.

[ .: 3 :
U

,1# #:
0 ]B

0 C

: @

- /

< .

,K0

'

"

"7

'(8 D

&

*P Ronald,1999: In :Smith & Ragan,1999,P.5 O


!"
"$ '

'(

<$ 5

"X

H #+ " B

_
_

!
!1
!1

" )

!
!"

," )

16 - : 1
"

6 1&
/

:1

,"

@
!

"

_
_

8
#

# :

6I

! "% / < B
!

A P Cisco SystemsO

P E Learning O
@B "

'

9 = 1

4 #+ \

P WWW O "

Driscol , 2002 , O T @
0

" &

# # B " ) H $ P John Chambers O -

' / ! P Dam,2004,p.4 O \
/

") '

>

! P p.330
!

8: \ 5 : @

@ 1

+ G

!P Driscol,2002,p.330 O \ "
)

@ 1/ C

P ASTD,2001 O

/ ": '

(" #

&.

"

+ "
*

,"
"
7+

"
?

" ) '

, "C
"

):

1#
= 0

6
X 5:'(

S[

4 #/ '
" #

[ /

"

,"6

7+

"

! P Tan & Hung , 2002 ,P.48O

'

8 :
\N

"

P
,1

$7 " 6 /

:O

P :O

"

F,
"

F,"

Y :" - "

&

:?

/ !\

"

"

1B
&
" )

\ 5A

!"

5: '
/

:? /

"

" #

" )

@
(

5 C

,1

1 -5 & # *<

Reusable

'

. # < ( ,

#: @ : : E

>

'(
"

%D

):

"

$#

< 6 #/

%:

& @#

[ /

[ .: <

!P Clarck,1994O > &


E"

C
-

@
/

`
5

"

' ( @ # @: , 4 # / "

1K-6 N
>

" 6 "C

# " / H

1& #
/

)
"

"

:
,P

, 4&
[
, 7+

,
/

,< # "
, #

O8

%D = @

'

<K

1= V
@

,8
,8

. # 4&
"

B
" )

"
:

6
!P

/ ? /(

T/ , " $ X " %

0 .

* Newby et.,al.,2000 O

9/

@
D

@ 6

,N

;7

,"6

! P Learning Objects

"

%D =

! P Clark , 1983 , P.445 O

: .a G
"#

/
/

%D 8

Merrienbore et.,. O
*

.V

@ ! ? /+

" /
H

U # '(

'(1 C

+ ' (< .5

' ([
T

1= K

'

'

,5 J6

'

"6

"

.#

#:

@$
"

"

@ C(

) -6F

; 4 #/

[ #

'

('

6# =

"

(
#

@) #=

# 7=

d
3 )

[ #

PSchlusmans,et.,al.,2004, p.132O
"
:

5
,

B H #: '

"

# 8

@6

? /

K #,
'

"

1 /-

" #

##D
5

'

" ) ")7 G

!\

4&
' ( 5c6

@ 6

6 H

"

[ .+

D!
5:

? /M

"

) "

"

,< % T

+ , "7&

:\

"

b7

, P Web Based Pedagogy O "

"

?/

# ")7 "
/

:,

1 /

&.

. H

0)

, "C

- -)

6:

!"

'

8 -

:,

< %"
4

@/ #

<

" ) '
:TD H

"
%#

6# ,"

8: (

P Dutton & Loader,2002,p.22 O

'

+ '(

!"

,9 #

% [ /

<

5#
)

" C 7H

@ <)

< .

: , 9&

P al.,2004, p.13

< 6
B

<

"

T$
<D

KC :

,H

: % + "/

,-

"

6'
9#
B

.V

;6)
,"
,"

@ ,"
6

<K
=

Smith & O

& )

1 B

,5

5&

! P Ragan,1999,p.8,9
*@ :

<K

"

'

'

# 8

N
H

=
R

C : : ,< /

6 .

:
)

9 #

T 9/

"/C

," .

5 #/ 0 @ 1C : H
#: 5

: ,"

: , "#

2 $ .

=6
,"

+ ; 6
<K

"

% :

! P Smith & Ragan,1999,p.18O


(
B

@ 5 7&

Simonson O "# $

"

;7 ' ( B

/
*

P et.,al.,2000, p.187

* Regulatory Sub-System 8
:

< (

&.
B

<

)
! "##D

* Student Sub-System 4
! #

"

< ( 4&

7 )

* Course Sub-System
"/

# ,

&

* Logistical Sub-System
!

>

, 1& # 1 B 5

.+ "

0 B
B
!P

<- @6e "

"

: 46 "

; PSynchronizationO Y
O

@6 (

!"#

( ,

"

= B

#6

K )
"B+ T
,"

)
B

" B
!5

_
(

1K-6 5
: B

9/

$
!

"# $

" B

B "

"7&

7:
=

" B

61

,"
:
!

;7 P
[ /

" B
= 1& %
) O

% ,

"7&

)
.

&.

/:

: P Delivery System O

U (
"

(,

! [ .:

0 A : $#
!P

! " #!

"

("

! " #!
/) !&

*+ !

1 !2

" !- . ,
/) !&

% &'( )

" ! 00

B "# $

"

"7&

(
2

. K-6

!4

") 7
,
R

# G

#
G

'

: ,
R

'
"

"

H #+

) -6F

4 #:

!"

K -6+

. "

"$

" #

4 #: & .
:!

" / \'

# $

Y
$

D
,

!"

"

" #

P Objectivism O "

O\"

<-

,U
1

" B

< .

,P Transmission Model O

,
"#

! P Constructivism O "

, @ !P

H
O

,P Pedagogy O H

# "#

6
)

5 : =( , " .

P Behaviorism O "
@

2 $9

"@

@6

"#

" #

'
-6

Q 7W 3 C

" B

&

/:

'

'(

! P Direct Instruction O
+ @X

, P 1& %

.=

#: '

@ "

& .
;7

J \

P Subjectivism O "

@ ,U

,P

@ !< .

.)

'

"

&.

4 #: !P Transformative Model O "

"#

'

,
'

O\"
J

+ @X

,"

. 5

.
A :

Constructivist ID O " $

< .

0 .

SK ! P Indirect Instruction O )

@F

0 gf

P Behavioral ID Models O
! P Models

X ,

!"

"
"@

0 & .=

#+

"

G X

,5

6 NC

6(
.

!PReeves & Reeves,1997,p.60-63O


"$

"#

"

"

# "#
"

"
d"
"

"#
#

"

@ _
- /

"

"/

@ _

" %

Ill-Structured 1

"$ _
/F

Well-Structured

[ /

Y
Y
1# "
_

H
< /

"

9 #_

"
)h

"6

:_

:
6 .

h #

" B _

16 < /

C
"

"C

"

/ "
_

4 #: _
"6
#= " % :

"$

"#

"

" )

# "#

/ _

" / "#

3 )

Y C

"

.H

_
_

C /

/
"

=8

# K- 6

2 $ .P

# 5 J6

'

:'(5

Reeves & O
$

5 J6

2 $ . G

Molenda , In : Roblyer , O

K- 6

@6

%+

Y , P Reeves,1997,p.60

T6 =

:8

!P et., al. ,1997 , p.56

:
(
4

# : 6

< @) U

Y PDick & Carey, 1996O 8


@

U
U
:

9
:

"

>

<

8:

"

Y @ : =( , <-

$ . H #: '

"

"

+ "

( ,5

) "D

'

= U

,P

) (
"

P Generic ID Model O

5 .# "

& 0

"

!P Driscol ,2002 , p.82 O "


'

,P Alessi & Trollip,2000O

, @ ,4
2

<#

# 1&
# 5 + ,4

T
@ -

/
/

" 7&
H

) O P ADDIE O *

@
U

<

[ .:

,5 /

" /

K 6i

!" .

" 3+
Design

35

34

Develop

*67

Evaluate

Analyze

6,
Implement
PADDIE ModelO

*" /
!P
'

6/

O"#
:O

:"
"

1-6

" )

"

A
*
/*

P Blue Print O 9
!

6/

W '(
! " @#

/*
"$

!5K

.# *
W

"

P 7

:O

&.

"

[ /

! "7&

[ /

Course O

0 A

J
:

T P

&

.
1

:1

NC

.# P

L , P Pedagogy O H

? /,

: , P Authoring Tools
/ 3
,
"

6#

,1

[ /

/
P

:9

"/

&.

"6
K : J

9#

"
<K

,P E-Learning Portal O "

@ 1& @# 1=
B

!P Learning Object RepositoryO


B

, P Delivery and Management System O <

/ '
T

, P MM Development Tools O $ #
B

" /

/ O

, 1 .: !
"

" X

.
H

7 &

6
B

? @+

Delivery & Management

#
C
C
"

D
C

ELeaning
Portal

D
D

EContent

< A+

L.O.D

,$

333333333

P ADDIE Model O

+ 6

B A *

L.M.S

B " #$

E
$6

+ 3333333333 "
!

>

= 6

/
/

33333
U

" 7&

:
"B

A
B < ( ,
-

.=

!4

U
"

"
,

"

"

K 6 " # "/
)

B:OU

"

3 C
"# $

;7
!P

"# .

"/

K-6

[ .:

-6F

!1 #
< ( B

"

-6

<

&.
C 7Q 7

,
C

T G

'

: "B/& ; , P

:< . '(<

C
# K-6

B:O

1 % P Iterative O

P Linear O " . "

/
B

"$ 0

"$ 0
"

h
2

"6

4 #=

"

hN

;6

< 6

[ /

hN

4 6
Piloting

K +

&.

"

0 A h "6

X < (

! P ADDIE O

##

#=

:O

"

"# $

. ,

"/

( 5Analysis Phase4

*
9

:H

" $

/ * P Course Definition O
:

@6

3 C

5##

"#
"

: , @ (4

K& [

8 6#

5 6

, [ .:
@

" 6 : P Course Team O

@6 (

# >

5 7&

[ /

"

," # 5

'

SK O
!P

1 $ 6( 1 / " $@ 0

:"

[ .: <

0
[

+ 0
!

"/

9 / '

* P Goals Definition O 0
"#

K@

.## 0
#

/ < . T
5

'

+ T ,

6 . 0

F , 1/6
*0

/ <

"/C

F!
"

I6

" $#+ ! 0

+ T /

E
E

" #

K @=

'

!P Terminal ObjectivesO " $@ 0


@6

:0

7 4&
+ " $7

;-

!" /
:

[ /
"

= ,"

, 0 @#

7 @ : =( ,

@6

:3 C
:[

< .

#
N

'

6 .

_
#

0 @
[ # "

:
@6

:"

G
< # '(

/ 0 @#

#8
@6 0

@6

" #/

!"
"

# , " K& <

( @

4 6 "%&%

0 @#

" #

< . T

X * P Audience Definition O
*

,5

+ 0

6 /

6 "
G

.#
!"

"#

: ,"

7-

; 6 <

6=

/ " $#:

#
!

6
C

, 0 @#

$7

.#

0 @ "
@6

: P Checklists O "

" %& % 4 6

'

&

/"

6/

"

* P Environment Definition O
4 # / <-@6: @

"

.#

@ -@6:

@-

= /

! @

7( "#

4&

: :E"
: (<

"$ 0
H

< #

" #/

"#
T

"
"

"@
/

"
C

"##D

"

C :

B *

46 ,

! 4 #+

U
e
) < .

! ` !!!!

"

@ " . 3 :>

"6

" /'(

,@ ( 4
Concept O

C +
@

/ '

0&. 0 .
C

. _

" /

: =( , "

" ) '

. 3

4#
6

# @: < . T "
B

* P Learning Domain O
, " $&

# '

<

* P Driscol , 2002 ,p.102-112 O "


< .+

.##

.#
.

'

* P Delivery SystemO
"

6#
@

! 56 (
X)

4&

. "

" #/ " )

4 #/ " ) "

/
G

"

"

* P Infrastructure Definition O "


/

T E"

!
<

. '
4 #:
F,[ /

/ !:
:

#
6

#
/ 4

@ B

;6

@!

" $&

"6

,"

#=

F , P Learning

" $& " )

= 6 P Bloom ,et., al., 1971O

/ "6

.V

.#

*P Driscol , 2002 , p.107 O "

%& %

* P cognitive Domain O
" K&

C +

7 !P -

7+

P"

O "X

%"

.#

:O"

5+

# "#

"

1 . 1 #: 4

* P Psychomotor Domain O
4

@ !"

"

/< @

@ >

" K&
'

#6
6:

&C
"6

=/

"
56 1@6

" / - @6
@

F,"

"
@

!"6

" X

, T- -

> # "6

,"

6=

- -

'

;
"

!
" )

> # "6

56

:!
@#

&.

56

6
.# 4

," ) '

* P Affective Domain O
6=

P "

C
6

$&

.#

.#

,"
!> #

@
!

%: :

0
6

/ "
4

<
"

=6
07

4 Y: + ,

Y 5:

. # ? / , 1 6 1 #:

1@6 H

1J H

"

: 46

" ) '

6@

! P Attitudes O

" X <

K 6( % 1$ 6(

46 , 1

/H

9#

!"

P Blended Learning O

NC
/

"

!
"

, K -6: ' ( 5 $-6

C +

" $#+

" $&

.# %,"

0
"6

[ #

/
#

. % , K-6

/,1

( !4

* $&

EH
E

" 7"

: E 1$ % : E 1

E<

/ :
EG

'

& ) N/
@C

3 :"

##

/ 6

'(

U /

A"

=6

P Driscol,2002,p.111 O "
C

Web / VS

(K : B

- Y
Web / VA

#
)

"

Y4

#A
-

& )
"

'

" )

& )

[ #

/F "

Y
4

P Ill-Structured O

SK

1& / 4

!< .

Web/CB1

"

H:

& )

/F K

"

6
-

#/

< #
Web / EPSS

7&

!" B

" )

2 $ .
-

<

/ K :

"

70

@
:

0 @

H
"

& )

Well-O
4

/F

P Structured

"

" #

4
!

#=
9

!
!

"

+ 5=6

(B &
9 #

"

."

3 C .( ,1

: P Quality assurance O < 6

X , @

"

/
/

," . #

T@

" @ 9&

"

6 F
4#
%

.=

"

[ /

"

.
!

(5 Design Phase 4
/ H @

5 .# 8

P Road Map O 9

"

.
. :

"

1 # @)

!TD ) ( ; -

!56 ( ; -

! + 0 )(
% : : </

.V C

#8

"

) & .

:
"$

H
6

:"

!
3

T
H

5#

" .

8
: P In-house O "

"

6 H

. "

@C

" )

<

P Network Universities O " )

&.

!P Out-Source O "
,"

"$ K C :

P Course Team O

"$

P Modules O " #

K .

*P Aggarwal & Bent, 2002, p.66 O " . 4 #A "


!5#

>

@#

[ .:

!P Dutton & Loader, 2002, p.17 O


1

" /

< #=

) !

3 )
!

3 )
<
9

"

4 #+ '
<

. 9$%

B
B

: @
"$
T

C
%

G X
F P ADDIE O

@ B

9$%

" .'(U / =H

4 #: " /

4 #+

"

!P Planning Documents O
!

T G
7

: ; 6 ' ( "6 /
8

," -

" /
6

"

; 6U / ? / j .#
"

" ) '

B '
#/

, #

% " .

. '(

Y B

Y C

T ' ( "6 /
U / ,

=
,

" % '( B

< #

'(

>
K + B

U /
!

(
5

# #

" .

4 #:

8 A !' + "6
R

7[

"

'

K
1

1# #:

4 #: 5 &

<

( ,"

@F ,

1 )

<K

Y P systems

T j5 &
: ,1

"

( 1 ,[ /
9

'(

P Pedagogy O H

"$

Tan & Hung, 2002. O P Information Pumping O


6

:!

P E-Learning delivery platform O

"

" # H #: '

'
!" #

< (

@&.

"

5C

PTechnical O "

" B

[ /

" ) '

% [ .+
Learning management O

= 6

T A

"

" ) '

1.C H

;C

e-learnity , 2000, O 1 6 1K "

6 H

) K +

5:

,P p.48

"
!P p.5

@ B

:
9

9
'

4 #: 9
"

(
*"

([ / K

1
U

"/

. P Planning Documents O
P Industrial Approach O "

"/

P 9$%

"

3 7 4 #:
" % _

"
"

. 9$%

: O @ ![

*P Design Document O
![ /

_:
/ _4

[ /

C +

##

K + 0
"
H

: "Y

"6

$#

"

!"
!

/ _
/

G
/

#=

4 #:
6

[ /

. _U

4 #:

:
!Flowchart

. " % _

!Scenario

# " % _

!Script
! ) -6F @

T 0

#,

@ "

2
.

" % _

"/ #

9 C 1B
(

"

<

T -

'

" %

K /

X ,

0 B

!
#
K

<
B

"

" .'(9

##

@6 /

Y
,P` ( !!!U

"

#
"

" /

"##D
"##D

4 #A

O" )

<- @6: O " )

4 #: 9

< #

!@ /
/ 3 )

"6 (< -

@6

:0

U / *3 )
" -

6
) "/

3 )

< (
@

/ ' ( " C ( , P Deliverables O


,P` (!!!3 )

F%

3 C
.
U

4# /

(= 6
R

9$ /

P Content Structure O [ /

Content O [
.
0

: "Y

1&

SK

/ ,P "

[ /

," #

"

/ :"

/ 4 #: <

[ /

,5

[ /
/

4 #: " 6

"

"
&

>

"

"%& % 3 + @
/
9$ /

/ *P Hierarchal Analysis O

. @ (4

'

/:
(

:5

," $

P"

:"

@7 # " )
P" )

# "#

:O "$ 6
:O0

F ,"

'(

&.

F,

#
#

[ /

" # 3 +

G 9 $$

% '( 6

"$

56

K @ ( ," .

' ( @#

##

H
) B

56

X ,

"

*[ /
,1

1 F<

# 5)

C !" $

'
:4

= 6

"$

+ 1K

"

"

K # ," B

:
:

"

/ *P Procedural AnalysisO $ 6(

"

!"
![ /

B *P Cluster Analysis O 8

##

. ,K +

!PLeaning Hierarchy O
@

K 6(

C +

" X

! $
@ B

" # #: < . T !P Analysis

*"
8

/ 4
O

. ,P Navigation Structure O

4 #:
A[ /

:"

6 FC

$&

&

:
1

P Sequence O # #

!` ( !!!0 A

Y'(0 A
*@ <

"

"

" #

2 $ . '

!PLeaner-centered sequencingO

SK

[ /

##
=

"

/ 07

"

:"

:"

2 $ . '

SK [ /

##

!(World-related sequencing O
O5

(Concept-related

"

"7&

'

SK [ /

##

!Psequencing
(H 9 ? 7% E
Performance O K + 0

: "Y

Terminal O " $@ K : 0

:'( 6

! /

$@ 0

&.

#
@

: 9$ /

9 / P Enabling Objectives O "

" /

!1 #

78

[ /

##

!H

" 7 " $ 6( "Y

K :0

/ '
0

C + 4 #+

;# = P " $
*P

H #+ '

$:

/"6

#$

" X '

,"

# "#

8 B

$&

@ , @ , 6K )

A :

"

# O

O1

/ SK
<K

[ /
"

4 #+

6( !"$ T

!P - - O

@
!PDomain

<C /

; G

,P"
0

o
#

$& 4 #+

P Drill & Practice O


(

4 #:

P Tutorial O '

!A . : N
'

4
5

#+

*P Indirect Instruction O "

,P Constructivism O " $

"#

8 B

E2
#

H #+

6 F3 7
/

/ % ,P " 6 # O @

$I

B >
#

4 #:

9$ /

Well-Structured
@

B:O

+ T

&

*P Direct Instruction O "

\ Bloom \
!

: ,P Objectives

+ T k

#O<

"B
@

"

,P Objectives

(
E

6 .

3 )
,K

'
#=

" )
?/

$& 4 #+

4 #+
!"

/
/

4 #: 8 :

< /

<

# O

Y[ /
" .

0 . " )

/ SK
!

4
1

/ 4 #: & .

P"

, @ jP ill-Structured Domain O

,P " $

:"

#OH

4 #:
*

? / ,H #+ " /
"

&

+ "

"/

'(
*

T 4

E
B "#
4

#: P O

6 N C

Driscal, 2002, O

"

< #
( &.

T 4 6 *P Assessment O
:

9/

4 #:
!" K&

*P Practice O 9
'

"/

8 : EP EffectiveO

"/
$#

56
4

7<

D#

"

[ /

"/
+ <

![ /
1=

*P Guidance O )
K 6

"6

<

"# $

+ 9 / 9

!
< 6 "

G X

T *P Presentation O

!"
C

' ( " C ( ,PDelivery System O

" . 3 + " K&


!P p.207

)7
" )
[

7 &

B $

6 _

_
/ _

" D

/ _

" )

")7
"

/ _

3 )

$6

@ _

< / _

<K 7 _

)
9

" 6: " $#: _

5 J6

4 #:

_
1

0 )

= _
5J6

D _
"

"

!K C

$# _ <

<
)

< #
"

_ <

"$

"$

/
"

_
(

" #

/
"

(
"

" #/

"

9#

_
(

4
_

_
" $7 _

/ _

'
(

$# _

_
(

" #

/ _ '

"$

"

9$ 2

$# _

$# _

9$ 2

9$ 2

$# _

_
H

9#
7+

B " $&

7+
"

$#

4 #: P O

$#

(2
6

# 0

" $@ ' (

: @

.: : 3

"

"

"# $

+ &

( ,< )

$
H

#=

!"

&.

"

!5 ;7
1 #6

9 )=

; 6)

"7

) < / 0
@

," %

[ /

*= 6

% /
Y 4
[

: EH

; "

#+ T
/

" )

16 -

:E

,$

/ : E"

<K 7 & .

: EP Chats

'(" C(
!5

(5Navigation Map 4 6
: 1/

! /

"

,[ /
* /

"

"

:E

bB

&.

> )# 0

9 #

'

O $#

6 . '

"%& % 3 +

SK
%:

!linear Structure " . "


!Hierarchal Structure "
@6 /
/

1 %

,"

3 + T

"

.#

!"

" J

$ . T

!
!@

7:
%:
)

<

_
_

bB

PGraphic Organizer O 8

[ / "#

O"
E

NC

"$@ "

P Advance Organizer O 8 @

"7&

,[ /

! 6

EP" /

" 7 " $#: _

&.

[ /

![ /

#= T 0 @ !P Pre-instructional strategies O H

* A

"

!Web Structure "

"

" . "

'/ 6

:
,

[ / K -6: 9

"

# @

"#
"

NC
" .

B
B
5

,"

" )

.#

'
!

#/
-

Y C

? / 8

"#

@ ,

,< #

0
!" .

(CJ
)

' (

) 1

Driscal, 2002, O

!P Interactivity O "

"

.) '
B

" .

'( @ /
&

; 5 &.

"# $ 3 : "%& %

!P p.130

*P Driscal, 2002, p.132O


!<
:

"#

- 4 #A @

&.

= 2

[ /

&.

_
!

/"6

" X

8
!

B 3

'

@ 16 -

Y
&

. " $#+
T

6(

.V : 3

*P Driscal, 2002, p.132O . #


C

C
Web/VS

B
Y < #
(
Web/AS Web/EPSS

#/
Web/CBI
[ /

_
H

&

3 : "7& P O

&

" $

$#

,2

) !"

9$ 2

" % /

")7
@

/ +J

Y "

&

<

" . 4 #: "

!
H

"

,H

,4&

"

4 #: "

&

)
D

&

' (4

<

1F

*@
Y

:"

j< /

,"
:

"% /

6 '(H

,4

'(

! .V
(
K :
O

"

.= 3

'

@ V @ #:

.= 3 :

"#

: ," /

< /

: ," %/

:8

. O

, @ !

"/

"/

;C .

,5 K 6(

"/
V /

1 F

( $
,

B "

K +
0

B
:

NC

,"

"

" ) '

.
/

T 4

!
8 6

$ .

P Flowchart O

#/

% " .

@ ,

Y C

' ( " C ( ,P Pilot O 4 6


!5

6 . 9%

'(

K %:

:"

(
,P

< . T

G X !5 @

46 ,P ` (!!! ; )
!

C $%

#
Y

.
"@

,< #
"

[ /
!

" %

(
U (

.#

!P G

:O9

@C
/

"
![ /

P Storyboard O $

@ &.
:

'

" #

"7& O
/

## 1

< ( %

-6 '

,6

) 0
!

#>

(G 7
,1&

6 :8

) NC

.#

) ) [ / NC

## 4

$ F

T G

:2

X%

1B 1

)
" #

'
,5

. 0

(5Script 4
2

!
/

<

; H

! .

, &

K - 6: ' (

0
? /

<
-

" /

!P Driscal, 2002, p.224 O PLinear O


,

"

.#

([ / O W '(
Y

,"
"/

I
!

N #

"

& ) ":

P Beta O
SK
C

. #i

.+ " 7

U (

0 A "/
: 0 A

@6

"

. ;7
,T

) P Formative Evaluation O
,` ( !!!5

,0 @ #

" /&
5

$#
.

)
7 .

/ P Rapid-Prototype O / H

Usability

U ( "6

Y <

/ K-6 P Alfa O

"/

"/C

(5Development Phase4
T !P

[ /

; 1&
. !

" @# 5 K

"

P
.=

:O
$ '
/ P Test
! .#

(5Implementation Phase4 #
4

/,P <

"
,T

!5

6 8

6 8
K +

>

[ /

"

,T /

!" -& " / /

K 6

X <
"

"

5 %

,5

. #= "

" #/

PPre-requisite skills O " #

"
.

@ &. ; 6

Change O

;7

; P Pilot Testing O

6
,"# #D

"$

>
Y

.+ " /

4 6

, /

,"

;6

P Full-Scale O

X >

,>
. #=

!P Summative Evaluation O

5 7

) 0 @ PManagement
!
(5Evaluation Phase4

. #= " /

@ 6

>

5K

6
5

"#

/
P

,P Updating O 5 % / " #

.
!"

"/

,>

< 6

K +

< #=

(
@

; "

5AP H

" ) '

"

"/

!0

:O
6

9 #

G X 5&

"
!8

@ '
%

#
=

T @6 5 7 % "6 .
6

"

T G

46

-/ 4

% "

R
A

2 . ![ /
*

.#

&.

T = 46
.

-/

= [ .: " 7

[ /
5

% : P Intrinsic Motivation O

( !1 # < / 9
1

*R
!

: =( ,4 #+ T "

/6
1 %
" /
: Y

.#

*"

&

6 4&

/ "

; 1

P Keller, 1983 O

,P Attention O T = 4 6 *
'

"% --

!P Satisfaction O
,5 J6

'

"

: '(

% ,- /
)

,P Relevance O

: / 0 ) =

" B

9 /

:" )

'

. "
P ARCS O

6/

[ /

,P Confidence O I

/ 4 #: 9

;6) # ,"

"/C

K :0

!H
5

< 6

T @ B

# (

/= 2

"

--

" ) "$
! 6

"

. #
"

,<

" X 56

7 ?

,> 4
9

"

) ('(
"

$& "

5 6

,"$ .

"

P Remediation O " 6&

6 #=

"6

!4
/ "6
"

"

: X , @

U / * &

#M

")7

,<

&
" K&

" A

&

5#

&.

6 #= - - 0 @

" $ %(

6i

: ,"

"

N # O&
=

-7

" ) 9

!"/ /

!
X

&"

.
"

. , )

" X

<

<

!< 6
:

"

<

- ( "

,"/ /
;#

- *

" )
/

"

"@

+ "

T ^

:9 / "

)
6

! + "

" # "
0

> )

'

0 B

@ < 6

< /

&"
" $#
Y2

/
@

'
&. 1

:
&

P , ? *
!" 6

B 4 #
,

/ [ /

,9#

/ '

,5$-6:

"

P Chunks O H /&%

<K

:R

@# ,"

: 9$ /

" )

" $&

=
$#
!@

& .

"

,"

" X

&

4&

)(
4&

+ H &A

6#

@ .# "

# / "

< ( B
" ) '

4 Y: U

*2

.=

"

" 6 # - /_ ,5 6
'

) (

< 7 #/ _ ,

'( @

_ ," 6
, @$

? *

5 6U
4

_ , 6

" X

_ ,

# ,< 6

B /=
(

? /,
H #+

,
9

=
"

" # #:

.m % ,

.#

" B
=

"
R

,9 #
1
!

. "$

/ *H . 5 /

" # #: " /

"

!5
"#
@ "

" #

!
[

K 1
Q7

"7&

+ K-6 2

J1

"

NC

)(_ ,T = 4 6_

_ , 6 [ /
K :

!< 6 0 7

) 0

^ - /_ ,0

.#

& <#

*
"

.#

$
5

P Gagne, 1972 O

PNine Events of Instruction O " #

!5 &
" # R

:'(4
!"

4 #:

5 6

6
# %
"

<K

"
6 .

B
--

F
, &

2 .
-

/ 1K
U

.#
A9

;6
X ? /(
!G
!

6- -

#>

"
"
"6

6 ,"
!\"

# !P
"

? / 6

On

,N

" ) \P

9
O

, #

!
_
2 2 P O
,"
"6
- Aggarwal, A.K.& Bento, R. (2002) Web-based education. In: Mehdi
Khosrow-Pour (ed.). London: Idea Group, Inc.
- Alessi, S.M. & Trollip, S.R (2002). Multimedia for Learning:
methods and development. Boston, MA: Allyn & Bacon.
-

Berger, C. & Kam, R. (1996). Definitions of Instructional Design


http://www.umich.edu/er26/define.html.
h h ;7 ' ( . `
- Clark, R. (1994). Reconsidering research on Learning. Educational
Technology Research, 53 (4), 445-454.
- Clark, R. (1994). Media will never influence Learning. Educational
Technology Research and Development, 42 (2), 21-29.

- Dick, W., Carey, L. & Carey, J. O. (2000). The Systematic Design of


Instruction. Reading, MA: Addison-Wesley.
- Dam, Van N. (2004). The e-Learning Field Book. New York:
McGraw Hill.
- Driscol, Margaret (2002). Web-Based Training: Greating e-Learning
Experiences. San Francisco, CA: Jossey-Bass.
- Dutton, H. W., & Loader, B. D. (2004) Introduction: new media and
instruction of higher education and learning. In: Dutton, H.W. &
Loader, B. D. Digital Academe .London: Rout ledge Famer.
- E- Learnty Limited (2000). E-Learning: The Future of E-Learning.
Uk: e-Learnty.
- Gagne, R. M.(1972). The Conditions of Learning (2 nd ed.). New
York: Holt, Rinehart, & Winston.
- Keller, J. (1983). Motivational Design of Instruction. In: C.
Reigeluth (Ed.) Instructional Design theories and models: an
overview of their current states. Hillsdale, NJ: Lawrence Erlbaum
Associates.
- Reeves, T.C.& Reeves, P.M. (1997). Effective Dimension of
Interactive Learning on the World Wide Web. In: B.H. Khan (Ed.),
web-Based Instruction Nj.: Ed.Tech.Pub.
- Schlusmans, K. Koper, R.& Giesbertz, W. (2004). Work Processes
for the Development of Integrated e-Learning Courses. In:
W.Jochems, J. van Merrienboer, & R. Koper (eds.): Integrated eLearning Implications for Peddagogy, technology, & Organization.
London: Routledge Flamer.
- Simnsons, M., Smaldino, S., Albright, M. & Zracek, S. (2000).
Teaching and Learning at a Distance: Foundations of Distance
education. NJ.: Prentice Hall, Inc.
- Smith,. L. & Ragan, T.J. (1999) Instructional design (2nd ed.). NY:
John Wiley & Sons, Inc.

- Roblyer, M.D., Edwards, J., & Havrilk, M.A. (1997). Integrating


educational Technology into Teaching. NJ: Prentice Hall, Inc.
- Tan, S.C. & Hung, D.(2002). "Beyond information Pumping:
Greeting a Constructivists E-Learning Environments. Educational
Technology, (42), 5, pp.48-54.

You might also like