Sontag-like notes taken regarding course design in 2010


These notes make little sense out of context. However, I save almost everything that I write or think about in writing. These wqere some notes (with lots of attached digital studies to back up my thoughts) in 2010-2011. I originally kept track of all of this, because I was trying to figure out the best way to explain solid course design from the perspective of UI/UX commonly associated with social media and gaming. That was pretty much a failure, but I was able to plant the germ of thought around these concepts with several individuals who had never thought about the motivational or social constructivism that should be a part of learning online (the same way these play such a vital role in face-to-face instruction). When I write things down, I tend to really remember them, even if I don’t return to the notes. Each of the studies or books contained in the notes have been read and considered prior to adding them to my thought process.

“Learning guides” and personal touch in online learning experiences:

Research behind “Learning Guides” showing up to talk to the learner at least five times during a lesson (Big Ideas, etc.)

Important to remember-

Wang, N., Johnson, W.L., Mayer, R.E., Rizzo, P., Shaw, E., & Collins, H. (2008). The politeness effect: Pedagogical agents and learning outcomes. International Journal of Human Computer Studies, 66, 98–112.

Mayer, R.E. (2005). Principles based on social cues: Personalization, voice, and image principles. In R.E. Mayer (Ed.), The Cambridge handbook of multimedia learning (pp. 201–212). New York: Cambridge University Press.

Moreno, R., Mayer, R.E., Spires, H., & Lester, J. (2001). The case for social agency in computer-based teaching: Do students learn more deeply when they interact with animated pedagogical agents? Cognition and Instruction, 19, 177–214.

Component 1: Multimedia Approach (illustrations over text, spken text or narration over printed text only)-

1. Seminal 2007 Study Link-…

2. Novice-level users of technology and multimedia – attached below

3. Last text and cover attachments include a short couple of pages from e-Learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of Multimedia Learning [Ruth C. Clark, Richard E. Mayer]- Breaking all sorts of copyright rules here…(and this is not a part of our coursework here in ID…but, this is an important book synthesizing these ideas and used at other state universities, like USF and UCF).

Responsive Design and User Interfaces

1. Examples and clear definitions of adaptive/responsive web development templates:

a. A List Apart (One of my favorite web blogs for design- definition of this component…Link)-

b. Examples using Goldilocks (attached below)

c. These things can be templates for further work-…

d. Defined through image (attached below)

e. Excellent example of a website (other than Boston Globe, which is brilliant) that “knows” what you are viewing it on-

f. What I am using for UI wireframing and basic design- Keynote Kung-Fu and

2. Examples of Cascading Style Sheets (CSS)…specifically for CSS3:

a. Really cool (examples of how content can live in a variety of amazing style sheets using CSS3)-



d. When can I use specific things????-

3. Jason’s favorite UX/UI designer:

More information-

Why it’s important and what it looks like-…

The Designer’s Rise to Upper Echelons of Business Community-…

Really great, innovative design takes lots of work. Simplicity is so complex. These guys rock at it.

And, when you just want to get “cool”-


Social networking can be leveraged as a tool to promote deep communication and learning between learners and as a way to validate accomplishments of those learners. Badging and the curating of shared knowledge within this network (participants’ shared knowledge may be examples of lesson plans, videos, blogs, photos from the field, etc.) is a powerful way to building a structure that allows for meaningful learning in an online environment. This shared responsibility for curating the uploaded artifacts helps to motivate the learner and can be used to help assess the contributions and the outcomes of applied learning for every participant.

I have attached Baker’s 2007 AERA published paper as the “touchstone” document from which a great deal of research has been based.


Ease of Use:

IMPORTANT STUDY (as important as Roger’s book, Diffusion of Innovations, IMO):

  • Davis, F. D. 1989. Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly 13( 3): 319– 340. (attached)

  • Rogers, Everett M. 1962. Diffusion of Innovations. Glencoe: Free Press. Most recently revised 2003 (5th edition).

and, just because I like these books, and I’ve found them to contain a lot of truth:

Malcolm Gladwell’s Tipping Point (1st chapter attached)

Norman’s The Design of Everyday Things

Learning activities:


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