Selected Instructional DesignModels andTheir EffectivenessFor Asynchronous OnlineCurriculum DevelopmentElizabeth KramerLib...
Indiana Partnership for StatesideEducation (IPSE) Guidelines foronline course creation Consistent format among all course...
ADDIEAnalysis – Design – Development – Implementation - Evaluation Analysis   determine the background knowledge of the ...
ADDIEAnalysis – Design – Development – Implementation - Evaluation Implementation   Conduct train-the-trainer courses  ...
Dick and Carey Model“An excellent model for online instruction” (Willis, 2009)    Stage 1      Identify instructional go...
Dick and Carey Model“An excellent model for online instruction” (Willis, 2009)    Stage 5      Develop the criterion ref...
KEMP Model                                 Determine                                  learner                             ...
Three-Dimensional ITD ModelInformation, Technology, and Instructional Design     Facilitates the conversion of an in-perso...
Learning ObjectsLearning Objects are digital learning items that focus on a singletopic or ILO and have the potential to b...
Additional Resources ADDIE   http://www.youtube.com/watch?v=JZdv5lrJs4U Learning Objects   www.opentapestry.com   htt...
References Bani-Salameh, Z., Abbas, M., Kabilan, M., & Bani-Salameh, L. (2010). Design and  Development of systematic int...
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Asynchronous curriculum creation and id models

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This presentation is of a paper that looks at the three traditional models of instructional design, their stages, and their adaptability to create online courses; ADDIE, Dick and Carey, and the Kemp models. It also examines the ITD model and the use of learning objects as two examples of instructional design models that were created specifically for online learning. This presentation was given March, 2013 at the Society for Information and Teacher Education International Conference.

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Asynchronous curriculum creation and id models

  1. 1. Selected Instructional DesignModels andTheir EffectivenessFor Asynchronous OnlineCurriculum DevelopmentElizabeth KramerLiberty UniversityInstructure Canvas
  2. 2. Indiana Partnership for StatesideEducation (IPSE) Guidelines foronline course creation Consistent format among all courses provided by that institution Learning activities closely relate to the intended learning outcomes All components of the course are clearly understood by the learner (Simonson, Smaldino, Albright, & Zvacek, 2012)
  3. 3. ADDIEAnalysis – Design – Development – Implementation - Evaluation Analysis  determine the background knowledge of the learners  set instructional goals by determining the desired newly acquired skill set or knowledge of the learner Design  Design the assessments  Determine the course layout  Determine a strategy to be used to conduct the course Development  Test a trial version of the materials  Feedback is considered and course materials are updated, revised and final materials are created
  4. 4. ADDIEAnalysis – Design – Development – Implementation - Evaluation Implementation  Conduct train-the-trainer courses  Ensure the Instructor is at ease with the materials, technology, and information to be covered in the course Evaluation  Evaluation of the course and its effectiveness from the perspective of the learners and the instructor, not evaluation of the students  End-of-Course Surveys work well to acquire desired feedback (Chevalier, 2011)
  5. 5. Dick and Carey Model“An excellent model for online instruction” (Willis, 2009)  Stage 1  Identify instructional goals  Research the intended learning outcomes (ILO)  Stage 2  Assess the instructional environment  Assess all learners environments  Available hardware and software for all learners  Stage 3  Identify entry behaviors of the learners  Perform GAP analysis  Consider germane cognitive load  Stage 4  Write Performance Objectives  The needs of the students and the goals of the instructor become the ILOs
  6. 6. Dick and Carey Model“An excellent model for online instruction” (Willis, 2009)  Stage 5  Develop the criterion reference test  Stage 6  Instructional strategy is developed  Content and order of lessons  Stage 7  Develop or select instructional material  Stage 8 & 9  Evaluate and improve the course  Stage 10  Revise the course (Willis, 2009)
  7. 7. KEMP Model Determine learner needs Design the Determine evaluations the topics Determine available Tasks and support procedures services Nine Nonlinear Stages Analyze the Determine learner instructional characteristi resources cs Design the teaching and Content learning analysis activities Determine learner objectives
  8. 8. Three-Dimensional ITD ModelInformation, Technology, and Instructional Design Facilitates the conversion of an in-person course to an online course  Three Phases  Course feasibility study  Can this material be used in an online course?  Posting the professors lecture is not effective  Course design and development  What hardware and software will be used  Content and modules to be included  By week? By content?  Course evaluation  Similar to the first three models  Did this work well?  What were the students’ reactions? (Wolfe, Da, & Li, 2009)
  9. 9. Learning ObjectsLearning Objects are digital learning items that focus on a singletopic or ILO and have the potential to be reused in differentsituations (Weller, 2007). Internet  Not feasible before the internet  Share materials globally  Objects are meant to mobile between units  Open Resource Movement  Cost and Quality (Weller, 2007)
  10. 10. Additional Resources ADDIE  http://www.youtube.com/watch?v=JZdv5lrJs4U Learning Objects  www.opentapestry.com  https://canvas.instructure.com/login Fink Model  http://vimeo.com/album/1771195
  11. 11. References Bani-Salameh, Z., Abbas, M., Kabilan, M., & Bani-Salameh, L. (2010). Design and Development of systematic interactive multimedia instruction on safety topics for flight attendants. Proceedings of the International Conference on E-Learning, 327-342. Retrieved from web.ebscohost.com.ezproxy.liberty.edu Chevalier, R. D. (2011, ). When did ADDIE become addie? Performance Improvement, 50(6), 10-14. Retrieved from web.ebscohost.com.ezproxy.liberty.edu Kranch, D. A. (2008). Getting it right graually: an interative method for online instruction developement. Quartly review of distance education, 9(1), 29-34. Retrieved from web.ebscohost.com.eproxy.liberty.edu Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Instructional design for distance education. In Teaching and learning at a distance (5th ed., pp. 150-192). Boston, MA: Peason. Spector, J. M., Merrill, M. D., Van Morrienboer, J., & Driscoll, M. (2008). Perspective principals for instructional design. In Handbook of research on educational communications and technology (3rd ed., pp. 173-183). New York, New York: Routledge. Weller, M. (2007). Learning objects, learning design, adoption through succession. Journal of Computing in Higher Education, 19(1), 26-47. Retrieved from web.ebschohost.com.ezproxy.liberty.edu Whitmyer, C. (1999). Instructional design for online learning. FutureU. Retrieved from web.ebscohost.liberty.edu Willis, J. (2009). Pedagogical ID versus Process ID: two perspectives in contemporary instructional design theory. International Journal Of Technology In Teaching & Learning, 5(2), 93-105. Retrieved from web.ebscohost.com.liberty.edu Wolfe, C., Da, Z., & Li, Z. (2009, March). Applying ITD model for online course design and development. AURCO Journal, 173-185. Retrieved from web.ebscohost.com.ezproxy.liberty.edu
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