CCK08: Instructional Design
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CCK08: Instructional Design CCK08: Instructional Design Presentation Transcript

  • CCK08: Connectivism and Connective Knowledge INSTRUCTIONAL DESIGN AND THEORIES OF LEARNING by Dolors Capdet October 2008
  • CCK08: Connectivism and Connective Knowledge by Dolors Capdet CONDUCTISM: - It is based on a method of repetition of the conduct and measurement of results. - The designer determines the learning objectives and assessment criteria. - There are progressive knowledge. - It conducted the first tests of Computer Aided Instruction (CAI).
  • CCK08: Connectivism and Connective Knowledge by Dolors Capdet COGNITIVISM: - Emphasize the internal mental processes of person: how information is received, how as it is processed and stored. - The designer determines the learning objectives and assessment criteria. - Trust the predisposition of the learner to learn. - There is the possibility of creating artificial intelligence.
  • CCK08: Connectivism and Connective Knowledge by Dolors Capdet CONSTRUCTIVISM: - Each person builds his own perspective of the world through their own experiences and their mental schemas. - The learning is based on problem-solving. - The designer produces strategies, resources and teaching materials. Is the student who creates his own training itinerary. The assessment is more on qualitative than quantitative. - Emerge NICT and born the e-learning.
  • CCK08: Connectivism and Connective Knowledge by Dolors Capdet CONNECTIVISM : - It is based on learning through knowledge networks, formed by specialized nodes, which feed. - Believes that knowledge can also reside in non-human artifacts. - It advocates diversity versus equality, autonomy versus control, freedom versus boundaries, networks versus groups. - The Instructional Design is based on the combined use of various tools to access web countless sources (nodes) and power to create knowledge.
  • CCK08: Connectivism and Connective Knowledge by Dolors Capdet The e-learning, asynchronous virtual environment without visual, connection requires a strict instructional design and expert knowledge on the part of a professional team. The instructional designer does not know: - The potential student - Your learning style - His past experience - Their personal goals - Their level of prior knowledge
  • CCK08: Connectivism and Connective Knowledge by Dolors Capdet We must take into account certain immutable elements outside the Theories of Learning: - Goals that make up the course - Track Course - Hearing potential - Available resources (human and technical)‏ - Context (consistent with the philosophy of the institution or the corporation and with the environment)‏
  • CCK08: Connectivism and Connective Knowledge by Dolors Capdet OBJECTIVES OF INSTRUCTIONAL DESING From a pedagogical point of view: - That the teaching materials are useful - That facilitate obtaining the contents, of goals and objectives. From the technical point of view and usability: - Specificity and clarity in the methods and media - Go quickly and easily to the application that must be friendly and stable. - Duration (depending on the school period and / or objectives of the corporation)‏
  • CCK08: Connectivism and Connective Knowledge by Dolors Capdet CURRENT TRENDS IN INSTRUCTIONAL DESING - It is geared towards participation, from an elitist position to provide information for to encourage active learning. Harvey and Knight (1996). - The industrial psychology and busines teaches us to pay attention to the motives of the person. - If they are involved in the process is achieved more than we think can give (Gardner, 1984; Iñigo Babot, Expocampus 2008, BussineWeeck, May 2008).
  • CCK08: Connectivism and Connective Knowledge by Dolors Capdet WEB 2.0 - Adds a new concept: Prosumers. The user / student is the producer and consumer of content at the same time. Use multiple tools simultaneously. - Blogs and wikis are used by many teachers to motivate their students. Social networks are used to acquire and share content. - By contrast, companies do not use blogs, wikis, or collaborative open environments in training their employees.
  • CCK08: Connectivism and Connective Knowledge by Dolors Capdet VIRTUAL WORLDS - 3D environments, still under development, provide referrals from that context have no other means: movement of avatar (gestures and attitudes), synchrony (written and voice chat), panels and interactive digital whiteboard. - The simulations allow learn individually and collaboratively, in a realistic way, with the method of trial and error. - It is also increasingly valued by the companies for their potential and low cost.
  • CCK08: Connectivism and Connective Knowledge by Dolors Capdet CONCLUSION: For its effective implementation, the instructional design must take into account the full range of needs identified by the context in which it is restricted. It must be clearly oriented towards the achievement of goals.