The document discusses instructional design models and perspectives for developing eLearning environments. It describes how instructional designers use formal models like ADDIE as well as experiential models to make design decisions. Formal models provide structure but may not reflect real-world practice, while experiential models emphasize qualitative evaluation and teamwork. The document also examines how instructional designers analyze content, learners, and context to create optimal learning experiences within eLearning environments.
ENG 5 Q4 WEEk 1 DAY 1 Restate sentences heard in one’s own words. Use appropr...
Madhuri presentation
1. Is there a successful ID model?
A practitioner's perspective on working with models in
designing eLearning environments
National Seminar on eLearning and eLearning Technologies
(ELELTECH INDIA-2005), Hyderabad.
Madhuri Dubey, Ph.D
4. The Instructional Design perspective
An instructional designer designs learnscapes
by formulating and implementing appropriate
learning strategies.
This involves making design decisions under
different circumstances to facilitate successful
learning.
5. Some examples
Repurposing
Learning Objects
Blended Learning
6. What guides our decisions
Formal training
Theories
Experience
Models
Case studies
Informal knowledge
sharing
8. ID Models
ADDIE
Dick and Carey
Gagne and Briggs Model
These models are built on theories like:
Behaviorist theories
Cognitive theories
Constructivist theories
9. Why Models
Simplify a process
Gain from generic and universal knowledge
Based on certain principles
Exemplary, theoretical constructs
Models can be customized
…
10. ADDIE Model
Content, context and learner,
prepare the course structure,
develop instructional strategy
Course evaluation by the
learners, strategies for Design (instructional and
feedback visual) is validated by the SME
Storyboarding, graphics,
Deployment of the authoring,
course, user testing, beta
release and review
Review of authored
lessons, learning objects
11. Practicing a discipline is different from
emulating a model.
Peter M Senge
The Fifth Discipline
14. The Context
Where is the learning taking place?
Home, office, informal situation
When is the learner accessing the content?
Time, occasion
How is the learner learning the content?
Self-learning, community, with colleagues
Infrastructure
Internet, CD, LMS, kiosk, other delivery media
15. The Content
What is the content?
How is it taught, learnt?
What are the course goals?
16. The Learners
What is the detailed learner profile?
What is the purpose of learning?
What are the preferred learning styles?
17. Applying theory to practice
Cognitivis
Behaviorism
m
Constructivism
Adult learning
theory
(Andragogy) Design Principles
•Information design
•Interaction design
18. Questions for Instructional
Designers
What is the type of content?
Why are we designing the course?
Who are the learners?
When would they learn?
Where would they learn?
How would they access the course?
20. Experiential models
Practical and eclectic knowledge
Getting the big picture
Making sense of information
Qualitative evaluation
Emphasis on team synergies
21. Practical and eclectic knowledge
Action and reflection
Asking questions - What, When, Why,
Where, Who, How
Documenting learning experiences from each
project
Any other systematic efforts at capturing
processes
22. Getting the BIG picture
Evolve holistic approaches to
Instructional Design
Understand the interdependencies
Look for patterns and relationships
23. Making sense of information
Inundated with information on elearning
design and technology
Meaningful application of knowledge
Strategic value from information
24. Sample grid for information capture
Important points
new ideas
what I know
where can I apply it
example of an
application
25. Qualitative evaluation
Blend quantitative and qualitative techniques
of learner / course evaluation
Build an on-going feedback mechanism
Seek opportunities for informal interactions
and inputs
26. Emphasis on team synergies
Working towards synergies with other team members
Instructional Design
Visual Design
Technology
Subject Expertise