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	<title>learn.5tein.com</title>
	<link>http://learn.5tein.com</link>
	<description>Jared Stein&#039;s grad-school-community blog on teaching and learning.</description>
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	<item>
		<title>Design: FightCard Factual Knowledge Practice System</title>
		<description><![CDATA[The following write-up describes a flashcard-like system designed for individualized user practice of factual knowledge sets.
FightCard / Flashfight
FightCard / Flashfight is a mobile, online factual knowledge study system that allows users to build practice card sets based on their own goals and information needs, and to exchange cards and sets with other users in a [...]]]></description>
		<link>http://learn.5tein.com/2010/08/05/design-flashfight-factual-knowledge-practice-system/</link>
			</item>
	<item>
		<title>IPT 564 Notes 07-29-2010</title>
		<description><![CDATA[Alignment




proxy




Outcomes
--&#62;
Assessment
--&#62;
Content &#38; activities


(know, be able to)

(indirect, noise, err)

(too much, too little)


This is to justify training/educational experiences.
JMS: Sometimes this works this way, sometimes it doesn't. Sometimes the outcomes are implicit, invisible. Power of alignment: Cohen 1987, Wishnick 1989
Jacob: Because I've never seen a perfect assessment (or even a really great one) it seems basing content on [...]]]></description>
		<link>http://learn.5tein.com/2010/07/29/ipt-564-notes-07-29-2010/</link>
			</item>
	<item>
		<title>Charles Leadbeater&#8217;s TED Talk on Innovation</title>
		<description><![CDATA[From 2008, Charles Leadbeaters introduces the rise of the "pro-am" and creative design and innovation driven by users and communities:







www.youtube.com/watch?v=W7raJeMpyM0
Questions
Is this "open" model of design, development and innovation feasible in the real world?
What is required? (community, open access, critical mass, motivation)
How do we cultivate a culture of contribution and creation?
How would the ADDIE model support [...]]]></description>
		<link>http://learn.5tein.com/2010/07/29/charles-leadbeaters-ted-talk-on-innovation/</link>
			</item>
	<item>
		<title>IPT 564 Notes 07-27-2010</title>
		<description><![CDATA[Notes 07-27-2010
Business
Tyler built a spreadsheet that allows rubric items, score, and points
David cancelled reverse engineering
Analysis
Gibbons: If design is goal oriented choices made/process under constraints,
analysis is understanding those constraints
Analysis is an investment; it pays dividends later
Cost of change increases as time goes on (JMS: analogous to a toppling dominoes set-up; complex and elaborate set ups become [...]]]></description>
		<link>http://learn.5tein.com/2010/07/27/ipt-564-notes-07-27-2010/</link>
			</item>
	<item>
		<title>Verbal, Non-Verbal; Visual, Non-Visual</title>
		<description><![CDATA[Pavio distinguishes between verbal and non-verbal information as a basis for dual-coding theory&#8211;an important concept for educators designing and developing learning media. 
The distinction between these categories is clear to me, but during a class discussion today it seemed I was in the minority. This is in part surely due to the fact that other [...]]]></description>
		<link>http://jaredstein.org/2010/07/22/verbal-non-verbal-visual-non-visual/</link>
			</item>
	<item>
		<title>IPT 564 Notes 07-15-2010</title>
		<description><![CDATA[Learner certitude/confidence (motivation)
Capacity of decisions across layers (deisgn)
Matching feedback types to situation
1. Progress feedback, goal orientation (feedback)
2. Take advantage of dual-coding when relevant (cognition)
3. Manage cognitive overload, avoid split attention (cognition)
4. Chunking 7+/-2 (cognition)
5. Analysis drives design choices; alignment (design)
6. Usability of design (design); Contiguity effect
7. Exploit openess to maximize access to content, minimize user [...]]]></description>
		<link>http://learn.5tein.com/2010/07/15/ipt-564-notes-07-15-2010/</link>
			</item>
	<item>
		<title>IPT 564 Notes 07-13-2010</title>
		<description><![CDATA[Lessig presentation - possible rule-breaking in multimedia
Delivery media
Presentation modes
sensory modality
Generative theory
select (relevant info), organize, integrate
Long history of media comparison studies. To pinpoint effectiveness as a quality of a broad delivery media category is inaccurate (e.g. online vs traditional; pen vs paper). (JS: We can, I think, identify traits of new delivery media that support learning, [...]]]></description>
		<link>http://learn.5tein.com/2010/07/13/ipt-564-notes-07-13-2010/</link>
			</item>
	<item>
		<title>IPT 564 Readings on Multimedia and Time on Task</title>
		<description><![CDATA[This is a short post on this week's readings.
Mayer, Richard. (1997). Multimedia learning: Are we asking the right questions? Educational Psychologist 31(1), 1-19.
 Today we may take multimedia learning for granted, as the advent of more powerful hardware and software has facilitated the production of multimedia by non-programmers, and the Web has made available whole [...]]]></description>
		<link>http://learn.5tein.com/2010/07/07/ipt-564-readings-on-multimedia-and-time/</link>
			</item>
	<item>
		<title>IPT 564 Readings on Spacing Effect</title>
		<description><![CDATA[Notes on assigned readings on spacing effect:
Dempster, The Spacing Effect
and
http://en.wikipedia.org/wiki/Leitner_system
Dempster's article addresses possible issues that may have restricted or inhibited the classroom application of research on the spacing effect.
The Leitner System describes a method of spaced repetition in flashcard practice that has been adopted by many flashcard software. In it's simplest form the system presumes [...]]]></description>
		<link>http://learn.5tein.com/2010/07/07/ipt-564-readings-on-spacing-effect/</link>
			</item>
	<item>
		<title>IPT 564 Readings on Memory and Forgetting</title>
		<description><![CDATA[I had to catch up and post something on this week's readings on memory and forgetting, though I had read all or part of the following previously.
Ebbinghaus (1885) Memory: A Contribution to Experimental Psychology
Ebbinghaus's book-length treatment of the subject is surely included here because it is a groundbreaking work, a classic often referred to in [...]]]></description>
		<link>http://learn.5tein.com/2010/07/07/ipt-564-readings-on-memory-and-forgetting/</link>
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