1. Instructional Design and Content Development Workshop Design Phase
2. Workshop TopicsUsing Analysis phase outcomes in Designing phase tasksCollecting learning resources and distributing on thelessens Course designing criteria: texts, multimedia, screenelements, and navigation.Writing interactive activities.Writing feedback for the interactive activities. Writing self-assessment questions.Producing a storyboard for a lesson.
3. Writing Interactive Activities Do not write open learning materials and distance learning as textbook but write them as workbook.
4. Interactive ActivitiesThe student learns by doing the activitiesand not from the content.Learning activities are very importantbecause they evoke active learningThe best test to see how effective is thelearning activity is by asking the designerhimself the following question:What the student will gain by doing the activity?
5. Interactive ActivitiesThe student learns by doingthe activities.The importance of learningactivities: help students to re-organize information and to adapt them help students to see the internal relations between the components of the scientific content.
6. Writing Interactive ActivitiesIntegrating technology in the learningactivities adds to them: Interaction between the student and the content of the activity Positive and energetic Efficiency in responding to individual differences among students The ability to provide instant feedback Variation in application methods and learning Attract the attention and enhance memory by repeating the information.
7. Criteria for Writing Interactive ActivitiesTitle for the activity or its number.Explaining the importance of the activity in learning and how itcan achieve the learning objective.Before the activity, there must be introduction to orient thestudent to do the activity.Giving instructions to do the activity.Directing the speech to the students; define, explainRevising what has been learned in the activity.Short text containing short sentences .
8. Examples for Interactive Activities Completing tables or figures Short answers Multiple choice questions Collecting information Accounting Categorizing Matching Oriented analysis Linking to the learners’ Experimentation experiments Compare and search the Antipodes Designing Case study Compositions
9. Definition of Feedback:Feedback is an away to inform the student the outcomes learned byproviding information on the progress of his/her performancecontinuously. This is to help in the development of his/herperformance. This is to show him/her if s/he is in the right direction,or modify it if it needs. Feedback does not mean providing thestudent only the scores of the answer whether right or wrong, but itgoes beyond that by providing explanation to the student by theteacher.
10. The importance of feedback:The feedback informs the student with his/her result. This helps to reduce thestudent tension in case of not knowing his/her result.The student becomes convinced that his/her result is an outcome of the efforts/he did and s/he has to study more next time.Correcting the students mistakes helps him/her to change the wronginformation s/he has and replace it with correct one.The student can know his/her status from achieving the learning objective.Preparing a learning atmosphere has respect, security between the studentsthemselves and with the teacher.Preparing students to democracy practices, respecting, developing positivefeelings about their learning abilities.
11. The Kinds of Feedback:The feedback is generally divided to: Informative feedback: in this kind of feedback, the student is informed whether his/her answer is correct or not without any explanation. Simple feedback: in this kind of feedback, the student is informed whether his/her answer is correct or not with correction to the wrong answer. Explanatory feedback: in this kind of feedback, the student is informed whether his/her answer is correct or not with explanation for correct and wrong answers.
12. Feedback Criteria:According to educators the feedback has 3 criteria: Promoted. Motivated. Oriented
13. Conditions for Writing Feedback:The following conditions should be in the feedback to enable the student touse the feedback and achieve the learning process objectives : The feedback must be continuous. The feedback must be in the light of the objectives. Analyzing the results of the feedback needs deep understating and analyzing. The feedback should be inclusive, to include all elements of the learning process. All the learning tools should be used in writing the feedback.
14. Activity: writing the activity and feedback Activity: write the activities for some learning objectives you have written
15. Self-assessment Questions Self-assessment questions should enable the students to check his/her progress and if s/he achieve the objectives correctly. The self-assessment questions should be objective to enable the students to check his/her answers.
16. Criteria for Writing Self-assessment Questions The self-assessment questions are written by using the learning objectives. Should have instructions for answering. The questions should be clear to the students to answer. Should have objective questions.
17. The Differences Between theActivities and SELF-ASSESSMENT Activity Self-assessment Encourage learning Emphasize learning Constructive Definitive A specific for a task General for different tasksFollowed up by a feedback to Followed up by an answer to encourage learning emphasize learning