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Map Key Ideas for Innovation - Coggle Diagram
Map Key Ideas for Innovation
Personalization Learning Environment (PLE)
(Basham, 2015)
Focus more on learner-centered education (Basham, 2015; Rao et. al., 2018; Smith, 2018; Suwawi et. al., 2018)
Different Types of Personalization
(Basham, 2015; Rao et. al., 2018; Smith, 2018; Suwawi et. al., 2018)
Content
(Basham, 2015; Rao et. al., 2018; Smith, 2018; Suwawi et. al., 2018)
Video with closed captions (Smith, 2018; Suwawi et. al., 2018)
Slide presentations (Rao et. al., 2018; Smith, 2018)
Variety of activties (Basham, 2015; Rao et. al., 2018)
Create a video (Smith, 2018; Suwawi et. al., 2018)
Create a mind map (Smith, 2018; Suwawi et. al., 2018)
Write an essay (Basham, 2015; Rao et. al., 2018)
Guiding
(Basham, 2015; Rao et. al., 2018; Smith, 2018; Suwawi et. al., 2018)
Provide Help Aids (Basham, 2015; Suwawi et. al., 2018)
Provide links and tutorials (Suwawi et. al., 2018)
Library (Basham, 2015; Suwawi et. al., 2018)
Writing Lab (Smith, 2018; Suwawi et. al., 2018)
Citing sources (Smith, 2018; Suwawi et. al., 2018)
Presentation
(Basham, 2015; Rao et. al., 2018; Smith, 2018; Suwawi et. al., 2018)
Welcome Letter (Smith, 2018; Suwawi et. al., 2018)
Makes students feel comfortable (Rao et. al., 2018; Smith, 2018)
Information (Basham, 2015; Smith, 2018)
Different multimedia (Basham, 2015; Rao et. al., 2018)
Cater learning style (Suwawi et. al., 2018)
Socialization (Basham, 2015; Rao et. al., 2018; Smith, 2018; Suwawi et. al., 2018)
Chat Rooms (Suwawi et. al., 2018)
Peer review or instructional coaching
Community forums-peer mentoring (Rao et. al., 2018; Smith, 2018
Email with faciliators (Rao et. al., 2018; Smith, 2018)
Authorized
(Basham, 2015; Rao et. al., 2018; Smith, 2018; Suwawi et. al., 2018)
Layout of course among sections (Basham, 2015; Rao et. al., 2018; Smith, 2018)
Books and Resources (Rao et. al., 2018)
Dropbox to submit grades (Suwawi et. al., 2018)
Apply content knowledge to real-life situations
Selects and utilizes technology to align with objectives
Emerging Trends
(McMahon & Walker, 2019)
Short-Term
Social Learning (Basham, 2019; Lee et.al., 2017; Savescu, 2017)
Open communication between learners (Basham, 2019; Lee et.al., 2017; Savescu, 2017)
Using programs like Zoom or Slack (Savescu, 2017)
Utilizing Padlets (Basham, 2019;Savescu, 2017)
Digitalization of Instruction-Led Training (ILT)
Complete trainings remotely online (Savescu, 2017)
Learn at own pace (Savescu, 2017)
Cost Effective (Savescu, 2017)
Easily accessible (Basham, 2019)
Micro Learning
(Basham, 2019; Lee et.al., 2017)
Chunking information (Basham, 2019; Lee et.al., 2017; Savescu, 2017)
Short videos (Basham, 2019; Savescu, 2017)
Presentations (Basham, 2019; Lee et.al., 2017; Savescu, 2017)
Mind Maps (Savescu, 2017)
Graphic Organizers (Basham, 2019; Lee et.al., 2017; Savescu, 2017)
Tools
Augmented Reality (AR)
Benefits
Student interaction with objects in the real world (Bacca et. al., 2015; Emiroğlu & Kurt, 2017; Milman, 2018; Siegle, 2019)
Maintains student attention/motivation (Bacca et. al., 2015; Emiroğlu & Kurt, 2017; Milman, 2018; Siegle, 2019)
Highly interactive (Bacca et. al., 2015; Emiroğlu & Kurt, 2017; Milman, 2018; Siegle, 2019)
Uses multimedia technology to cater towards learning styles (Bacca et. al., 2015; Emiroğlu & Kurt, 2017; Milman, 2018; Siegle, 2019; Sural, 2017)
Easily to navigate and access worldwide (Bacca et. al., 2015; Emiroğlu & Kurt, 2017; Milman, 2018; Siegle, 2019)
Challenges
Internet Bandwidth (Bacca et. al., 2015; Emiroğlu & Kurt, 2017; Milman, 2018; Siegle, 2019)
Time to develop AR programs (Bacca et. al., 2015; Emiroğlu & Kurt, 2017; Milman, 2018; Siegle, 2019; Sural, 2017)
Developers must know consumer market to align design with learning objectives (Bacca et. al., 2015; Emiroğlu & Kurt, 2017; Milman, 2018; Siegle, 2019)
Select only media that will best suit objectives-Otherwise cognitve overload by user (Bacca et. al., 2015; Emiroğlu & Kurt, 2017; Milman, 2018; Siegle, 2019).
Types of Programs
Blippar (Sural, 2017)
BBC Civilisation (Sural, 2017)
Aurasma (Sural, 2017)
Virtual Learning (VR)
Virtual learning environment (Milman, 2018; Sural, 2017)
Pitfalls
Most equipment is expensive (Chwen & Chee, 2013; Emiroğlu & Kurt, 2017; Milman, 2018)
Some VR headsets are glitchy and lack mobility (Chwen & Chee, 2013; Emiroğlu & Kurt, 2017; Milman, 2018)
Some VR environments require a physical location for learners to interact with program (Chwen & Chee, 2013; Emiroğlu & Kurt, 2017; Milman, 2018)
Benefits
Students are emerged in an interactive experience with a virtual learning environment (Chwen & Chee, 2013; Emiroğlu & Kurt, 2017; Milman, 2018)
Allows educators or trainers to guide learners through the VR envionment (Chwen & Chee, 2013; Emiroğlu & Kurt, 2017; Milman, 2018)
Tyoe of Devices
Google Cardboard (Greenwald, 2020)
CAVE-VR projection-display system (Greenwald, 2020)
HTC VIVE Headset (Greenwald, 2020)
Challenges
Develop programs that are easily accessible to all learners (Chwen & Chee, 2013; Emiroğlu & Kurt, 2017; Milman, 2018)
Create a variety of programs to align with learning objectives (Chwen & Chee, 2013; Emiroğlu & Kurt, 2017; Milman, 2018)
Simplify instructions so the interaction between facilitator and learner is not overly complex (Chwen & Chee, 2013; Emiroğlu & Kurt, 2017; Milman, 2018)
MOOCs
Benefits
Free courses (Conole, 2015; Macleod et. al., 2016; McMahon & Walker, 2019)
Covenient to gain certificates by taking remote courses (Conole, 2015; Macleod et. al., 2016; McMahon & Walker, 2019)
Pitfalls
Lacks variety of multimedia
Too reliant on video lectures (Conole, 2015; Macleod et. al., 2016; McMahon & Walker, 2019)
Computer-generated assessments (Conole, 2015; Macleod et. al., 2016; McMahon & Walker, 2019)
Lacks teacher immediacy (Conole, 2015; Macleod et. al., 2016; McMahon & Walker, 2019)
Courses are difficult to navigate (Conole, 2015; Macleod et. al., 2016; McMahon & Walker, 2019)
Cognitive overload (Conole, 2015; Macleod et. al., 2016; McMahon & Walker, 2019)
Room for Improvements
Learning Dialogues (Conole, 2015)
Chunk information (Conole, 2015; Macleod et. al., 2016; McMahon & Walker, 2019)
Message or Discussion boards between teacher and students (Conole, 2015; Macleod et. al., 2016; McMahon & Walker, 2019)
:Learn by Doing (Conole, 2015)
Different forms of assessment (Conole, 2015; Macleod et. al., 2016; McMahon & Walker, 2019)
AR, Games, videos (Conole, 2015; Macleod et. al., 2016; McMahon & Walker, 2019)
Learning Experience Interaction (Conole, 2015; Macleod et. al., 2016; McMahon & Walker, 2019)
Providing chat rooms and discussion boards (Conole, 2015; Macleod et. al., 2016; McMahon & Walker, 2019)
Learners to receive scaffolding or instructional coaching (Conole, 2015; Macleod et. al., 2016; McMahon & Walker, 2019; Sural, 2017)
Orchestration (Conole, 2015; Macleod et. al., 2016; McMahon & Walker, 2019)
Develop project and ID teams that consist of SMEs, cultural representatives, and project sponsors (Conole, 2015; Macleod et. al., 2016; McMahon & Walker, 2019)
Collaborate on development and design (Conole, 2015; Macleod et. al., 2016; McMahon & Walker, 2019)
Ensure activties are relevant to students (Conole, 2015; Macleod et. al., 2016; McMahon & Walker, 2019)
Assessments align with learning objectives (Conole, 2015; Macleod et. al., 2016; McMahon & Walker, 2019)
Long-Term
Mobile Learning (Lieberman & Valencius, 2016)
Easy accessible (Lieberman & Valencius, 2016)
Personalized Learning Experience
Shift in focus from teacher-centered to learner-center education (Basham, 2019; Lee et.al., 2017)
Defining Innovation
(Basham, 2019; Savescu, 2017; Smith, 2018)
Idea/Design (Basham, 2019; Savescu, 2017; Smith, 2018)
Intertwined in its development (Basham, 2019; Savescu, 2017; Smith, 2018)
An idea sparks a design to become innovation (Basham, 2019; Savescu, 2017; Smith, 2018)
Criteria to turn an idea into an innovative product or service
(Basham, 2019; Savescu, 2017; Smith, 2018)
General need (Basham, 2019)
Monitoring consumer market (Basham, 2019; Smith, 2018)
Sustainability (Basham, 2019; Savescu, 2017; Smith, 2018)
Ability for future development (Savescu, 2017; Smith, 2018)
Upholding ethics (Basham, 2019; Smith, 2018)
Universal design (Basham, 2019; Savescu, 2017; Smith, 2018)
ADA guidelines (Basham, 2019; Savescu, 2017; Smith, 2018)
Recognize pitfalls and find solutions (Smith, 2018)
Government restrictions (Basham, 2019; Smith, 2018)
Competition with other companies (Basham, 2019; Smith, 2018)
Innovation and Instruction Design
Develop an instructional model
Criteria
Each stage must be flexible (Lee et. al., 2017; Lieberman & Valencius, 2016; Savescu, 2017; Smith, 2018)
Universal Design must be maintained (Lee et. al., 2017; Lieberman & Valencius, 2016; Savescu, 2017; Smith, 2018)
Demonstrate how technology will be implemented (Lieberman & Valencius, 2016; Savescu, 2017; Smith, 2018)
Align with objectives (Lee et. al., 2017; Lieberman & Valencius, 2016; Savescu, 2017; Smith, 2018)
Demonstrate innovation (Lee et. al., 2017; Lieberman & Valencius, 2016; Savescu, 2017; Smith, 2018)
Select and Utilize the correct technology (Lee et. al., 2017; Lieberman & Valencius, 2016; Savescu, 2017; Smith, 2018)
Design activities that reflect objectives and main purpose (Lee et. al., 2017; Lieberman & Valencius, 2016; Savescu, 2017; Smith, 2018)
Fulfills stakeholders' expectations and objectives (Lee et. al., 2017; Lieberman & Valencius, 2016; Savescu, 2017; Smith, 2018)
REINSURE
Planning Stages
Recognize need
Explore types of Innovation
Identify Audience
Network
Collaborate with ID team including SMEs, Cultural Respresentatives, IT/LMS Specialist, Project Sponsor
Implementation Stages
Select technology
Align with stakeholder's objectives
Support Learner-centered education
Utilize technology
Construct modules/activities that focus on Learner-center education
Require learner participation
Provide rubric/criteria to complete activities
Evaluate
Accessibility/Usability
Functionality
Sustainability
Make improvements when necessary