Blog entries for assignment 1 "Blog site" containing the definitions and exaples of the following catagories; "web 2.0", "Interactive Design" and "Information/Instructional Design".
This blog is not for personal advertisement, but for educating others with an intrest in the field.
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In.f0rm.@tion / In.struc.ti0n.@l de.sign/ (n):
The process by which instruction is improved through the analysis of learning needs and systematic development of learning materials. Instructional designers often use technology and multimedia as tools to enhance instruction.
Instructional Design is the practice of creating instructional tools and content to help facilitate learning most effectively. The process consists broadly of determining the current state and needs of the learner, defining the end goal of instruction, and creating some "intervention" to assist in the transition. Ideally the process is informed by pedagogically tested theories of learning and may take place in student-only, teacher-led or community-based settings. The outcome of this instruction may be directly observable and scientifically measured or completely hidden and assumed. There are many instructional design models but many are based on the ADDIE model with the phase’s analysis, design, development, implementation, and evaluation.
As a field, instructional design is historically and traditionally rooted in cognitive and behavioral psychology. However, because it is not a regulated, well-understood field, the term 'instructional design' has been co-opted by or confused with a variety of other ideologically-based and / or professional fields. Instructional design, for example, is not graphic design, although graphic design (from a cognitive perspective) could play an important role in Instructional Design. Preparing instructional text by E. Misanchuk, Instructional-Design Theories and Models edited by Charles M. Reigeluth, and publications by James Hartley are useful in informing the distinction between instructional design and graphic design.
ADDIE model
Perhaps the most common model used for creating instructional materials is the ADDIE Model. This acronym stands for the 5 phases contained in the model:
Analyze - analyze learner characteristics, task to be learned, etc.
Design - develop learning objectives, choose an instructional approach
Develop - create instructional or training materials
Implement - deliver or distribute the instructional materials
Evaluate - make sure the materials achieved the desired goals
Most of the current instructional design models are variations of the ADDIE model.
Information Design - Refers to the design of presenting data and or information with the number one priority of presenting it in the easiest most efficient way that a user can absorb it. Information designed systems generally have present data in a way that tends to mimic the way humans learn, making it the most efficient delivery of the data.
Instructional Design - Is similar to Information Design in the sense that its priority in design is to most efficiently deliver the information to the user, the only main difference is that Instructional Design is displaying “how to do something” as apposed to regular data or information.
Interactive Design
What is interactive design anyway?
Interaction Design (IxD) is the discipline of defining the behavior of products and systems that a user can interact with. The practice typically centers around complex technology systems such as software, mobile devices, and other electronic devices. However, it can also apply to other types of products and services, and even organizations themselves. Interaction design defines the behavior (the "interaction") of an artifact or system in response to its users. Certain basic principles of cognitive psychology provide grounding for interaction design. These include mental models, mapping, interface metaphors, and affordances. Many of these are laid out in Donald Norman's influential book The Design of Everyday Things. Academic research in Human Computer Interaction (HCI) includes methods for describing and testing the usability of interacting with an interface, such as cognitive dimensions and the cognitive walkthrough. Interaction designers are typically informed through iterative cycles of user research. They design with an emphasis on user goals and experience, and evaluate designs in terms of usability and affective influence.
The term interaction design was first proposed by Bill Moggridge and Bill Verplank in the late 1980s. To Verplank, it was an adaptation of the computer science term user interface design to the industrial design profession. To Moggridge, it was an improvement over soft-face, which he had coined in 1984 to refer to the application of industrial design to products containing software (Moggridge 2006).In 1989, Gillian Crampton-Smith established an interaction design MA at the Royal College of Art in London (originally entitled "computer-related design" and now known as "design interactions"). In 2001, she helped found the Interaction Design Institute Ivrea, a small institute in Northern Italy dedicated solely to interaction design; the institute moved to Milan in October 2005 and merged courses with Domus Academy. Today, interaction design is taught in many schools worldwide.
http://en.wikipedia.org/wiki/Interaction_design
To sum it all up just watch this.
More immediately, Web 2.0 is the era when people have come to realize that it's not the software that enables the web that matters so much as the services that are delivered over the web. Web 1.0 was the era when people could think that Netscape (a software company) was the contender for the computer industry crown; Web 2.0 is the era when people are recognizing that leadership in the computer industry has passed from traditional software companies to a new kind of internet service company. The net has replaced the PC as the platform that matters, just as the PC replaced the mainframe and minicomputer.
-Tim Bray
Aug/5/2005
Web 2.0 is essentially the next generation of internet compliance. Sites that were once known as web 1.0 were often referred to as static and limited, with the emergence of web 2.0 a lot of old sites were ‘re-created’ to suit today’s needs and expectations; with sites, no longer static and limited, but file sharing attractive and entertaining to no end. 2.0 made way for blog, commenting, file sharing and distributing, audio, links without search engines and much more.
In 2008, we began to see the end of Web 1.0 as several first-generation Web companies are either collapsing, or beginning to wheeze heavily. Client and client based sites and companies rely on their customers to be happy and secure with what web pages they see, and thus the use of ‘widgets’ and other web 2.0 software and programs were needed. ‘Flash’ was a big part of web 2.o creating dynamic look and feel for web designs, as did the need for flash player in order to view these pages, alongside with advances in old technology with sites such as ‘Flicker’ and ‘Facebook’.
