1. Instructional Design for the Semantic Web By: Reuben Tozman reuben@edcetratraining.com

2. Agenda Instructional design at its core What has become and what is becoming of the web? Examples of evolving learning systems Information architecture Building content models

3. What is Instructional Design? (By the Book) Instructional Technology: –Instructional technology is the systemic and systematic application of strategies and techniques derived from behavioral, cognitive, and constructivist theories to the solution of instructional problems. –Instructional technology is the systematic application of theory and other organized knowledge to the task of instructional design and development.

4. The Problem A lot of our training programs follow a failed paradigm The field and people who can help this situation are devalued and distracted

5. The Evolving World Wide Web 255 million – The number of websites as of December 2010. 21.4 million – Added websites in 2010. Average Google® query response time is roughly one-fourth of a second. Average blink of an eye is roughly one-tenth of a second.

6. Did You Know? Google® uses more than 200 signals, including PageRank, to order websites, and updates these algorithms on a weekly basis. For example, Google® offers personalized search results based on your web history and location.. If only Google® understood the content in the pages it referred to you…

7. Feed Me Viral Help Me Understand Expose Yourself Communicate Dave: Hello, HAL. Do you read me, HAL? HAL: Affirmative, Dave. I read you. Dave: Open the pod bay doors, HAL. HAL: I'm sorry, Dave. I'm afraid I can't do that. Whats Changing?

8. The Basics At the heart of the matter, what is the semantic web? –“the Semantic Web approach instead develops languages for expressing information in a machine processable form." This is perhaps the best way of summing up the Semantic Web -- technologies for enabling machines to make more sense of the Web, with the result of making the Web more useful for humans. Ed Dumbill, 2000

9. The Promise What do you think the semantic web offers learners, learning, teaching, etc…?

10. Examples Augmented Reality Knewton Xplana ANAN™

11. Getting to the promised land

12. Information Architecture – The Job Ahead Before you can build context, you need to first deconstruct what’s there already. Ready?

13. Breaking Things Apart – The Job Ahead Step 1 – Reuben Tozman Step X – Billy LaneBilly Lane

14. Breaking Things Apart – The Job Ahead

15. INFORMATION ARCHITECTURE- CREATING SCHEMAS BASED ON LEARNING AND PERFORMANCE OBJECTIVES

16. Breaking Content Down Deconstruct based on instructional value to learner Use learning and performance objectives as tools for deconstructing Learning objectives help identify learning types Performance objectives help identify learning elements

17. Breaking Content Down Consider ‘Learning Types’ as a first level filter you might use for finding information. Example: What processes are there for completing my benefits form Consider ‘elements’ as the smallest units required to support a type. Example: Steps - Process

18. Activity The organ systems include: 1. The cardiovascular system (cat) (dog) includes the heart and blood vessels. The cardiovascular system performs the function of pumping and carrying blood to the rest of the body. The blood contains nutrients and oxygen to provide energy to allow the cells of the body to perform work.catdog 2. The lymphatic system includes the lymph nodes and lymph vessels. The lymphatic system is part of the immune system that helps the body fight off disease. The lymphatic system also works with the cardiovascular system to return fluids that escape from the blood vessels back into the blood stream.lymphatic system 3. The digestive system (cat) (dog) includes the mouth, teeth, salivary glands, esophagus, stomach, intestine, pancreas, liver and gall bladder. The digestive system absorbs and digests food and eliminates solid wastes from the body.catdog

19. Learning Objectives Learners should understand the various canine anatomical systems Learners should be able to explain how each system works Learners should be able to analyze problems and recommend solutions

20. Performance Objectives Identify two components of the respiratory system Describe the function of oxygen and nutrients to the rest of the body when asked. Identify the lymphatic system as part of the immune system Differentiate between lymph nodes and lymph vessels on a picture showing both Identify all the elements of the digestive system Troubleshoot digestive problems based on scenarios provided

21. Creating Schema Step 1 – Designing Knowledge Types –Knowledge Type for ‘understand’ –Knowledge Type for ‘explain’ –Knowledge Type for ‘analyze’

22. Creating Interactivity Step 2 – Define Performance Objectives –Identification and Differentiation (Understanding) –Describing (Explaining) –Troubleshooting (Analyzing)

24. Creating Interactivity Identification and Differentiation (Simple) Point and Click Drag and Drop Matching Identification and Differentiation (Complex) Memory game that adjusts itself based on a learner’s ability to get items right or wrong. Problem based learning with multiple pathways.

25. Developer Interpretation Start with the biggest group of like information and work toward the smallest. Start with the performance objectives. Organize the schema so that it give as much meaning to the content as possible. Develop semantics that have meaning to the organization. Most important. Keep it simple, keep it about the content not about the layout.

26. Your Turn Look at Exercise 1 in your workbook. Can you deconstruct the page into content elements?

27. Your Turn Look at Main Exercise in your workbook. Try to model any one of these performance objectives: Execute a task Apply a business process Memorize a policy Apply a policy to a situation

28. Thank You!! Reuben Tozman edCetra Training reuben@edcetratraining.com