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Design principles for_online_instruction
 

Design principles for_online_instruction

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    Design principles for_online_instruction Design principles for_online_instruction Presentation Transcript

    • Design Principles for Online Instruction: A New Kind of Classroom Strategies for Learning Foley, T., & Toporski, N. (2004). Design principles for online instruction. TOJDE. (Vol 5. No. 1)
    • A New Kind of Classroom
      • Teacher Facilitated
        • Center learning around the student
        • Focus on the needs and strengths of the students
        • Provide just-in-time and anywhere-anytime learning
        • Foster collaborative learning environments
        • Emphasize authentic learning experiences
    • Strategies for Learning
      • Make it interactive
        • Active rather than passive participant
        • Encourage discovery and experimentation
        • Activity based instruction promoting multiple representations of knowledge
    • Strategies for Learning
      • Keep it engaging and motivating
        • Incorporate novel events
        • Pose questions or problems to solve
        • Vary the elements of instruction
        • Use examples related to learners prior experiences
    • Strategies for Learning
      • Put things in context
        • Meaningfully connect new information with prior knowledge
    • Strategies for Learning
      • Maintain Diversity
        • Incorporate various forms of media
          • Text
          • Illustrations
          • Animations
          • Video
          • Audio
          • Simulations
    • Strategies for Learning
      • Use Collaborative Strategies
        • Mutual engagement of participants in an effort to solve problems together
        • Shared learning opportunities
    • Strategies for Learning
      • Reduce cognitive load
        • Chunk information
        • Focus attention to coincide with explanations
        • Reduce information “overload”
        • Provide appropriate support
    • Strategies for Learning
      • Provide adequate scaffolding
        • Teacher models the desired learning strategy or task, then gradually shifts responsibility to the students
        • Conscious attempt to foster independent and higher-order thinking skills