یادگیرنده بعد از این دوره قادر خواهد بود : روش های مختلف تولید محتوای الکترونیکی را تشریح کند. بر مبنای اصول چندرسانه ای مایر یک محتوای الکترونیکی را نقد نماید. عوامل تولید محتوای الکترونیکی را شناسایی نماید. فرایند تولید محتوای الکترونیکی را ترسیم نماید. فرایند مدیریت یک پروژه تولید محتوای الکترونیکی را طرح ریزی نماید. با یکی از نرم افزارهای معرفی شده حداقل یک ویدئوی برنامه آموزشی توضیح دهنده بسازد.

2. ‫تولید‬ ‫و‬ ‫طراحی‬ ‫اصول‬
‫اثربخش‬ ‫الکترونیکی‬ ‫محتوای‬
‫رضایی‬ ‫عیسی‬
‫ایرا‬ ،‫تهران‬ ،‫مجازی‬ ‫پزشکی‬ ‫علوم‬ ‫دانشگاه‬ ‫استادیار‬ ،‫آموزشی‬ ‫تکنولوژی‬ ‫دکتری‬‫ن‬

3. EISA REZAEI (Ph.D.)
EducationalTechnology in Medical Sciences
VirtualUniversityofMedicalSciences
Ph.D. Educational Technology, Allameh Tabataba'i University, Dissertation Topic:
MOOCs, March, 2017.
M.A. Educational Technology, Allameh Tabataba'i University. Thesis Topic: E-Portfolio,
September, 2011.
B.A. Educational Technology, University Of Tabriz. September, 2009.
E-Assessment, Online Evaluation, Learning Analytics, MOOCS,
Multimedia Development.
Publications
Education
Areas of Research
15
24
18

4. ‫بود‬ ‫خواهد‬ ‫قادر‬ ‫دوره‬ ‫این‬ ‫از‬ ‫بعد‬ ‫یادگیرنده‬:
•‫کند‬‫تشریح‬‫ا‬‫ر‬‫الکترونیکی‬‫ای‬‫و‬‫محت‬‫لید‬‫و‬‫ت‬‫مختلف‬‫های‬‫روش‬.
•‫ن‬‫نقد‬‫ا‬‫ر‬‫الکترونیکی‬‫ای‬‫و‬‫محت‬‫یک‬‫مایر‬‫ای‬‫چندرسانه‬‫اصول‬‫مبنای‬‫بر‬‫ماید‬.
•‫نماید‬‫شناسایی‬‫ا‬‫ر‬‫لکترونیکی‬‫ا‬‫ای‬‫و‬‫محت‬‫لید‬‫و‬‫ت‬‫امل‬‫و‬‫ع‬.
•‫نماید‬‫ترسیم‬‫ا‬‫ر‬‫لکترونیکی‬‫ا‬‫ای‬‫و‬‫محت‬‫لید‬‫و‬‫ت‬‫ایند‬‫ر‬‫ف‬.
•‫ا‬‫ر‬‫الکترونیکی‬‫ای‬‫و‬‫محت‬‫لید‬‫و‬‫ت‬‫پروژه‬‫یک‬‫مدیریت‬‫ایند‬‫ر‬‫ف‬‫ریزی‬‫طرح‬‫نماید‬.
•‫آموزشی‬‫برنامه‬‫ویدئوی‬‫یک‬‫اقل‬‫د‬‫ح‬‫شده‬‫معرفی‬‫ارهای‬‫ز‬‫اف‬‫نرم‬‫از‬‫یکی‬‫با‬‫توضیح‬
‫بسازد‬‫دهنده‬.

5. 1 ‫دیجیتال‬ ‫عصر‬ ‫در‬ ‫تدریس‬ ‫های‬ ‫چالش‬
2 ‫معکوس‬ ‫کالس‬ ‫تاریخچه‬
3/1 ‫معکوس‬ ‫یادگیری‬ ‫با‬ ‫مستقیم‬ ‫یادگیری‬ ‫مقایسه‬
4 ‫مزیت‬‫محدودیت‬ ‫و‬ ‫ها‬‫معکوس‬ ‫کالس‬ ‫های‬
3/2 ‫معکوس‬ ‫کالس‬ ‫یک‬ ‫طراحی‬ ‫مراحل‬
‫مبانی‬‫نظری‬‫محتوای‬‫تولید‬‫و‬‫طراحی‬
‫معکوس‬‫کالس‬
‫و‬‫ها‬‫مزیت‬
‫ها‬‫محدودیت‬
3/3 ‫الکترونیک‬ ‫محتوای‬ ‫نمونه‬ ‫و‬ ‫تولید‬ ‫اقدامات‬‫ی‬

6. There Are Different Expectations And
Perceptions Of Learning Environment
Labels: Distance Learning, E-learning,
And Online Learning.
Moore, Dickson-Deane, & Galyen, (2011).

7. Diagram 1: The subsets of flexible learning
Online
Learning
M-learning
Paper-based
Distance Learning
(Brown, 2004)
Contact Learning
(residential/face-to-face)
Distance Learning
E-learning
Flexible Learning
Learning Environments: Types &
Characteristics

8. Continuum Of Instructional Delivery Methods
Face To Face
Technology Enhanced
Learning
Flipped
Blended Online
E-learning
Mobile
Learning
Ubiquitous Learning
Computer-based Training (CBT)
(synchronous & asynchronous)
(synchronous)

9. ”‫اس‬ ‫داده‬ ‫نشان‬ ‫بسیاری‬ ‫شواهد‬‫ت‬
‫هن‬‫ه‬‫ی‬ ‫ن‬ ‫هی‬‫ه‬‫مح‬ ‫ه‬‫ه‬‫ی‬ ‫در‬ ‫هادگیری‬‫ه‬‫ی‬ ‫هی‬‫ه‬‫ک‬
‫های‬‫ه‬‫ه‬ ‫ه‬‫ه‬‫ک‬ ‫هدازه‬‫ه‬‫ان‬ ‫هی‬‫ه‬‫ب‬ ‫هد‬‫ه‬‫توان‬ ‫هی‬‫ه‬‫م‬
‫هههد‬‫ه‬‫باش‬ ‫هههربخش‬‫ه‬‫اث‬ ‫تی‬ ‫سههه‬.‫ههها‬‫ه‬‫ثانی‬
‫کهه‬ ‫در‬ ‫یادگیرنههدگان‬ ‫یههادگیری‬
‫ثیر‬ ‫تهه‬ ‫تحههت‬ ‫یههن‬ ‫ن‬ ‫هههای‬‫کیفیههت‬
‫ین‬ ‫ن‬ ‫موزش‬‫است‬.”
‫ت‬ ‫تال‬-‫لیو‬ ‫و‬ ‫او‬ ‫هرن‬ ‫کوپر‬ ‫الن‬ ‫توما‬ ‫رانلز‬(2006)

10. Ask
Why

12. ‫ههههه‬‫ه‬‫ک‬ ‫هههههی‬‫ه‬‫مقایس‬
‫تی‬ ‫س‬ ‫و‬ ‫معکو‬
facultyinnovate.utexas.edu
Bergmann and Sams (2007)

13. ‫نسلی‬‫های‬‫تفاوت‬

15. E-Learning Framework
The pedagogical dimension of E-
learning refers to teaching and
learning.
This dimension addresses issues:
• content analysis
• audience analysis
• goal analysis
• media analysis
• design approach
• organization
• strategies of e-learning
http://asianvu.com/bookstoread/framework/elearning_
framework_flyer.pdf

16. “Modes of Interaction” model
Anderson and Garrison (1998)

17. ‫آموزشی‬ ‫محتوای‬
‫الکترونیکی‬‫کتاب‬
‫درسنامه‬‫و‬‫جزوه‬(‫الکترونیکی‬‫فرمت‬)
‫پاورپوینت‬
‫پادکست‬
audiovideoenhanced
‫اسالید‬‫با‬‫شده‬‫همزمان‬‫سخنرانی‬
‫پویانمایی‬‫و‬‫سازی‬‫شبیه‬
‫مشارکتی‬‫یادگیری‬‫حاصل‬‫محتواهای‬

18. Open-source software (OSS) is computer software with its
source code made available.
End of 1990s: Foundation of the Open Source Initiative
Open Educational Resources (OER) are freely accessible,
openly licensed documents and media that are useful for
teaching, learning, and assessing as well as for research
purposes
OpenCourseWare (OCW) are course lessons created at universities and
published for free via the Internet.
The OpenCourseWare movement started in 1999.
freely available for modification, use and redistribution under a
license similar to those used by the Open Source / Free
Software community. Open Content License (OPL)
Share, Collaborate, Remix, Reuse

19. https://www.merlot.org/merlot/index.htm

20. OUR CONTENT

21. Modes Of Video Capture
Tablet Capture
This can done on a tablet, using a whiteboard or chalkboard, or solely with
graphics.
khan academy teaching style

22. Modes Of Video Capture
Tablet Capture with Instructor
This allows for the learner to see the instructor as well as the materials at
hand.
Edx teaching style

23. Modes Of Video Capture
Live Capture
This mode of capture usually involves multiple cameras and can also
include other capture devices.
Lecture recording style

24. Modes Of Video Capture
Live Action

25. Modes Of Video Capture
On Location Shoot
This mode of capture usually involves going to a location that is relevant to
the course material being covered
Documentary Film style

26. Modes Of Video Capture
screen recording
Power point videos, recorded presentations, computer screen recording
Software training style

27. Whiteboard animations
Whiteboard animations are videos
that ‘show’ the learner an idea or
concept through a series of live
drawings

28. Modes Of Video Capture
Character Animation

29. Modes Of Video Capture
3D Animation

30. Modes Of Video Capture
Multimedia

31. CONTENT CREATION
CONSIDERATIONS

32. ELEARNING
ROLES
• Instructional Designer
• Subject Matter Expert
• Graphic Designer
• Learning Content
Developer
• Videographer
• VoiceoverTalent

33. Instructional
Designer
Subject Matter
Expert
Learning Content
Developer

34. TRAINING
• Storyboarding
• Designing interactions
• Writing voiceoverscripts
• Beyond the software
–Processes
–Instructional DesignStandards

36. 
 Ideally, videos should be 3 minutes to 7 minutes in length and
as modular or standalone as possible.
 insert a discussion topic after each video and exercise so that
learners can discuss the material with others
 allows the learner to get immediate feedback on their progress
through the material


Strategy

37. ‫پهروهه‬ ‫اجرای‬ ‫مراحل‬
‫محتههههههوای‬ ‫تولیههههههد‬
‫موزشی‬
‫امکان‬‫جی‬ ‫س‬
‫موزشی‬ ‫طراحی‬
‫الگوسازی‬
‫اجرا‬
‫ویرایش‬‫و‬‫بازنگری‬
‫انتشار‬

39. Research-based
Principles For
Multimedia Learning

40. Research-Based Principles for Multimedia Learning

41. WHAT IS MULTIMEDIA LEARNING?
Term Definition
Multimedia Presenting words and pictures
Multimedia
learning
Building mental representations
from words and pictures
Multimedia
instruction
Presenting words and pictures that
are intended to promote learning

43. CTML: COGNITIVE PROCESSES
words
picture
s
ears
eyes
prior
knowledge
sounds
verbal
model
images
pictorial
model
Multimedia
Presentation
Sensory
Memory
Working Memory Long-Term
Memory
integrating
mediaselection
mediaorganization

44. PROCESSING PICTURES
picture
s
eyes
prior
knowledge
images
pictorial
model
Multimedia
Presentation
Sensory
Memory
Working Memory Long-Term
Memory
integrating
mediaselection
mediaorganization

45. PROCESSING SPOKEN WORDS
words ears
prior
knowledge
sounds
verbal
model
Multimedia
Presentation
Sensory
Memory
Working Memory Long-Term
Memory
integrating
mediaselection
mediaorganization

46. PROCESSING PRINTED WORDS
words
eyes
prior
knowledge
sounds
verbal
model
images
Multimedia
Presentation
Sensory
Memory
Working Memory Long-Term
Memory
integrating
mediaselection
mediaorganization

47. 47

48. People learn better from words and pictures (dark bars) than from words alone (white bars).
20
40
60
80
100
0
Percentcorrect
20
40
60
80
100
0
Percentcorrect
Narration and animation
Narration only
Text and illustrations
Text only
MULTIMEDIA PRINCIPLE

49. EXAMPLE: PUMP LESSON
When the handle is pulled up, the piston moves up, the
inlet valve opens, the outlet valve closes and air enters the lower
part of the cylinder.
When the handle is pushed down, the piston moves down,
the inlet valve closes, the outlet valve opens, and air moves out
through the hose.

51. ‫در‬‫اين‬‫نوع‬‫تحليل‬‫اثر‬‫بخشي‬‫مداخالت‬‫با‬‫توجه‬‫به‬‫ميزان‬‫مطلوبيت‬‫پيامدهاي‬‫آنان‬‫براي‬‫بي‬‫ماران‬
‫يا‬‫به‬‫عبارت‬‫ديگر‬‫بر‬‫اساس‬‫کيفيت‬‫زندگي‬‫در‬‫صورت‬‫بروز‬‫هر‬‫يک‬‫از‬‫پيامدها‬‫سنجيده‬‫مي‬‫ش‬‫ود‬
.
‫تحليل‬‫هزينه‬‫مطلوبيت‬‫نوعي‬‫از‬‫تحليل‬‫هزينه‬‫اثر‬‫بخشي‬‫است‬‫که‬‫واحد‬‫اثر‬‫بخشي‬‫کيف‬‫يت‬
‫زندگي‬‫است‬.
‫مطلوبيت‬(utility)‫به‬‫عنوان‬‫يک‬‫مفهوم‬‫اقتصادي‬‫به‬‫طور‬‫وسيع‬‫به‬‫معناي‬‫رفاه‬‫يا‬‫شادي‬‫ي‬‫ا‬
‫آرامش‬‫است‬.
‫يکي‬‫از‬‫مهمترين‬‫شاخص‬‫هايي‬‫که‬‫براي‬‫سنجش‬‫اثر‬‫بخشي‬‫استفاده‬‫مي‬‫شود‬‫شاخص‬‫تعداد‬
‫سالهاي‬‫زندگي‬‫است‬‫که‬‫بر‬‫اساس‬‫کيفيت‬‫زندگي‬‫تعديل‬‫شده‬‫است‬‫يعني‬ً‫ا‬‫فرض‬‫اگر‬‫بعد‬‫از‬‫بروز‬
‫پيامدي‬‫مطلوبيت‬‫شرايط‬‫پيش‬‫آمده‬7%‫باشد‬‫بدين‬‫معني‬‫است‬‫که‬‫کيفيت‬‫هر‬‫سال‬‫زندگي‬‫معادل‬
7%‫سال‬‫زندگي‬‫عادي‬‫در‬‫شرايط‬‫سالمت‬‫کامل‬‫است‬‫بنابراين‬‫اگر‬‫بيمار‬20‫سال‬‫با‬‫اين‬‫وضعيت‬
‫زندگي‬‫کند‬‫معادل‬14‫سال‬‫زندگي‬‫عادي‬‫است‬‫به‬‫اين‬‫معيار‬
Quality Adjusted life year )QALY(‫گفته‬‫مي‬‫شود‬

52. 20
40
60
80
100
0
Percentcorrect
Integrated text and animation
Separated text and animation
Integrated text and illustrations
Separated text and illustrations
People learn better when corresponding words and pictures are presented near (dark bars)
rather than far (white bars) from each other on the page or screen.
CONTIGUITY PRINCIPLE

54. 20
40
60
80
100
0
Percentcorrect
Narrated animation
Narrated animation with added details
Annotated illustrations
Annotated illustrations with added details
20
40
60
80
100
0
Percentcorrect
People learn better when interesting but irrelevant details are excluded (dark bars) rather
than included (white bars).
COHERENCE PRINCIPLE

55. ‫آموزشي‬ ‫اهداف‬ ‫تدوين‬ ‫ضرورت‬
1-‫حركت‬ ‫جهت‬ ‫و‬ ‫مسير‬ ‫كردن‬ ‫پيدا‬ ‫هدف‬ ‫كردن‬ ‫مشخص‬
‫آسان‬ ‫را‬‫مي‬ ‫تر‬‫كند‬.
‫ب‬ ‫كجا‬ ‫به‬ ‫خواهيم‬ ‫مي‬ ‫كه‬ ‫ندانيم‬ ‫اگر‬‫رویم‬
‫نر‬ ‫مقصد‬ ‫به‬ ‫كه‬ ‫است‬ ‫محتمل‬ ‫بسيار‬‫و‬ ‫سيم‬
‫هستيم‬ ‫كجا‬ ‫كه‬ ‫ندانيم‬ ‫حتي‬.

56. People learn better when words are presented as narration (dark bars) rather than as on-screen
text (white bars).
20
40
60
80
100
0
Percentcorrect
Animation with narration
Animation with text
MODALITY PRINCIPLE

57. Modality Principle
Illustration based upon Mayer’s Multimedia Learning p. 124
Students learn better from
animation and narration than
from animation and on-screen
text.

59. People learn better when words are presented as narration (dark bars) rather than as
narration and on-screen text (white bars).
Animation with narration
Animation with narration and text
20
40
60
80
100
0
Percentcorrect
REDUNDANCY PRINCIPLE

60. Lipids
• Phospholipids,TGs, and Cholesterol are the major plasma lipids
60

61. People learn better when words are in conversational style rather than formal style.
Percentcorrect
Personalized
Non-personalized
0
100
50
PERSONALIZATION PRINCIPLE

62. People learn better when they have control over the pace of presentation (dark bars)
than when they do not (white bars).
Percentcorrect
Interactive
Non-interactive
0
100
50
INTERACTIVITY PRINCIPLE

63. Segmenting
people learn better when a multimedia
message is presented in user-paced
segments rather than as a continuous
unit

65. • Place the Slide on the Microscope
• Stage Clips are not necessary
• Click Nosepiece to the lowest (shortest)
setting – Scanning Objective
• Look into the Eyepiece
• Use the Coarse Focus
• Once the slide is focused, rotate the
nosepiece to the low power objective
(medium sized)
• Refocus using the coarse (large) knob
• Move slide to get a centered view
PRE-TRAINING PRINCIPLE
People learn better from a narrated animation when they already know the
names and characteristics of essential components

66. OUR TOOLS

67. Dr. Eisa Rezaei | rezaeiphd@gmail.com
Top 200 Tools for Learning 2017
The Top 200 Tools for Learning 2017 was compiled by
Jane Hart (in the 11th Annual Survey) from the votes of
2,174 learning professionals from 52 countries
worldwide who contributed their Top 10 Tools for
Learning (for personal learning, for workplace learning
and/or for education) during the voting period (April-
September 2017).
The Top 200 Tools for Learning
TopTools4Learning.com

68. Dr. Eisa Rezaei | rezaeiphd@gmail.com
Top e-learning authoring tools in 2017
TOP 200
TOOLS FOR LEARNING TOOL
TOP 100
WORKPLACE LEARNING
TOP 100
EDUCATION
25 Articulate e-learning authoring 22 –
29 PowToon animated explainer 24 53
33 EasyGenerator e-learning authoring 25 31
38 Adobe Captivate e-learning authoring 26 –
48 iSpring e-learning authoring 37 56
59 Sway web presentation tool 85 34
63 Office Mix PowerPoint enhancement 86 35
68 GoAnimate animated explainer 50 –
71 Videoscribe animated explainer 51 –
77 Branchtrack scenario-based e-learning 53 –
83 Lectora e-learning authoring 57 –
96 Udutu e-learning authoring 70 –
122 Adapt e-learning authoring 80 –
130 Moovly animated explainer 66
136 Explain Everything animated explainer 67

69. • PowerPoint
• Camtasia (TechSmith)
• SnagIt (TechSmith)
• Articulate Storyline
• Adobe Captivate
• PowToon
• Sparkol VideoScribe
• Irfanview (FREE)
• Audacity (FREE)
• Adobe Audition
• Corel
VideoStudio

70. Q&A
What
questions
do you
have?

71. ‫رنج‬ ‫کس‬ ‫دو‬‫بیهوود‬
‫بردند‬‫سعی‬ ‫و‬‫بیفای‬‫د‬
‫کردنود‬‫یکوی‬ ‫؛‬‫آنکوه‬
‫انودوتت‬‫نخوورد‬ ‫و‬‫و‬
‫دیگر‬‫آموتت‬ ‫آنکه‬‫و‬
‫نکرد‬.

72. 7
2
Core References
• Anderson, T., & Garrison, R. (1998). Learning in a networked world: New roles and responsibilities.
In C. Gibson (Ed.), Distance learners in higher education (pp. 97–112). Madison, WI: Atwood
Publishing.
• Clark, R. C., Mayer, R. E., & John Wiley and Sons,. (2016). E-Learning and the science of
instruction: Proven guidelines for consumers and designers of multimedia learning.
• Horton, W. (2012). E-learning by design. San Francisco, CA: Pfeiffer.
• Daniel, J., & Marquis, C. (1977). Interaction and independence: Getting the mixture right. Teaching
at a Distance, 14, 29–44.
• Moore, M. (1989). Editorial: Three types of interaction. The American Journal of Distance
Education, 3(2), 1-7.

73. Thank you
linkedin.com/in/eisarezaei/
rezaeiphd@gmail.com@Rezaeiid +989120749518