This document discusses assessment and learning principles within the Understanding by Design (UbD) framework. It emphasizes that effective assessment and instruction must be aligned with the desired results and focused on developing student understanding. UbD is introduced as a framework that helps educators design curriculum and instruction focused on big ideas and transfer of learning through performance tasks. Key aspects of UbD include identifying desired results through standards and transfer goals before planning lessons and assessments, as well as designing assessments to evaluate student understanding through application of knowledge to new situations.
Ele3102 principle of english language teachingAinu Amirah
The document discusses strategies for teaching English language skills. It outlines three main purposes: increasing comprehensibility, interaction, and thinking skills. To increase comprehensibility, teachers make content understandable through visual aids, building on existing knowledge, and using students' native languages. For interaction, teachers provide opportunities for communication through group work and discussions. Developing thinking skills involves asking higher-order questions and modeling complex language. The document also discusses lesson planning, remedial activities, enrichment activities, and selecting materials based on students' abilities and interests.
Multimedia Principles for Optimum Learningaallen01
- Active learning means paying attention to material, mentally organizing it to make meaning, and integrating new information with existing knowledge.
- Combining well-designed visuals with text improves learning by supporting dual channels for visual and auditory processing.
- Contiguity Principle #1 states that related words and graphics should be adjoining, neighboring, or continuous to reduce cognitive load.
- Contiguity Principle #2 states that narration should be synchronized with corresponding graphics to allow simultaneous processing. Violating these principles increases extraneous cognitive load.
This document discusses teacher professional development and defines key concepts. It identifies three areas of teacher knowledge: content knowledge, pedagogical knowledge, and technological knowledge. It also discusses the role of the Teacher Education Division (BPG) in Malaysia and the PKPG model for teacher development, which takes an approach to developing teachers professionally through activities.
Cognitive principles of instruction (edet 722) jvcacademic3
The document summarizes Richard Mayer's cognitive theory of multimedia learning. It posits that learning is enhanced through words and pictures rather than words alone, as the brain processes these elements dynamically. The theory is based on limited dual channels for visual and auditory processing. It identifies three types of cognitive load and principles for reducing extraneous load while managing essential load and fostering generative processing.
MEHRAT INTERPERSONAL AND SELF DEVELOPMENT PROGRAMS 2012Tareq Hady
This document provides information about a training program offered by MEHRAT. It discusses a holistic needs analysis process involving exploring current situations, defining performance gaps, and identifying optimal learning approaches. It then outlines MEHRAT's comprehensive blended learning model incorporating classroom work, exercises, e-learning and more to ensure learning transfer. The document encourages contacting MEHRAT for a consultation to design the best training solutions for performance improvement.
This document provides an overview of facilitating adult learning. It discusses key principles such as understanding that adult learners bring life experiences and learn best when actively involved. The eight highlighted learning principles emphasize multi-sensory input, active participation, feedback, meaningful content, and practice. Additionally, it stresses the importance of considering the social, physical and emotional environments to help learners feel comfortable and maximize their ability to concentrate. The document provides guidance on creating a supportive context for effective adult education.
This document discusses assessment and learning principles within the Understanding by Design (UbD) framework. It emphasizes that effective assessment and instruction must be aligned with the desired results and focused on developing student understanding. UbD is introduced as a framework that helps educators design curriculum and instruction focused on big ideas and transfer of learning through performance tasks. Key aspects of UbD include identifying desired results through standards and transfer goals before planning lessons and assessments, as well as designing assessments to evaluate student understanding through application of knowledge to new situations.
Ele3102 principle of english language teachingAinu Amirah
The document discusses strategies for teaching English language skills. It outlines three main purposes: increasing comprehensibility, interaction, and thinking skills. To increase comprehensibility, teachers make content understandable through visual aids, building on existing knowledge, and using students' native languages. For interaction, teachers provide opportunities for communication through group work and discussions. Developing thinking skills involves asking higher-order questions and modeling complex language. The document also discusses lesson planning, remedial activities, enrichment activities, and selecting materials based on students' abilities and interests.
Multimedia Principles for Optimum Learningaallen01
- Active learning means paying attention to material, mentally organizing it to make meaning, and integrating new information with existing knowledge.
- Combining well-designed visuals with text improves learning by supporting dual channels for visual and auditory processing.
- Contiguity Principle #1 states that related words and graphics should be adjoining, neighboring, or continuous to reduce cognitive load.
- Contiguity Principle #2 states that narration should be synchronized with corresponding graphics to allow simultaneous processing. Violating these principles increases extraneous cognitive load.
This document discusses teacher professional development and defines key concepts. It identifies three areas of teacher knowledge: content knowledge, pedagogical knowledge, and technological knowledge. It also discusses the role of the Teacher Education Division (BPG) in Malaysia and the PKPG model for teacher development, which takes an approach to developing teachers professionally through activities.
Cognitive principles of instruction (edet 722) jvcacademic3
The document summarizes Richard Mayer's cognitive theory of multimedia learning. It posits that learning is enhanced through words and pictures rather than words alone, as the brain processes these elements dynamically. The theory is based on limited dual channels for visual and auditory processing. It identifies three types of cognitive load and principles for reducing extraneous load while managing essential load and fostering generative processing.
MEHRAT INTERPERSONAL AND SELF DEVELOPMENT PROGRAMS 2012Tareq Hady
This document provides information about a training program offered by MEHRAT. It discusses a holistic needs analysis process involving exploring current situations, defining performance gaps, and identifying optimal learning approaches. It then outlines MEHRAT's comprehensive blended learning model incorporating classroom work, exercises, e-learning and more to ensure learning transfer. The document encourages contacting MEHRAT for a consultation to design the best training solutions for performance improvement.
This document provides an overview of facilitating adult learning. It discusses key principles such as understanding that adult learners bring life experiences and learn best when actively involved. The eight highlighted learning principles emphasize multi-sensory input, active participation, feedback, meaningful content, and practice. Additionally, it stresses the importance of considering the social, physical and emotional environments to help learners feel comfortable and maximize their ability to concentrate. The document provides guidance on creating a supportive context for effective adult education.
3rd. Academic Encounter for the Language Teaching Community Samantha.IJTB
• Student-Teacher:
Gabriela Hernández María Fernanda López
Sánchez Rodríguez
English Language Teacher
English Language Teacher for Secondary Education
and Teaching Practicum
Assistant fer_lopez@hotmail.com
gabriela_hs@hotmail.com
The document discusses the importance of questioning techniques in the classroom. It finds that most questions teachers ask are at the lower levels of thinking and recommends allowing longer wait times of 3 seconds or more after posing questions. Waiting longer gives students more time to think and is linked to better student outcomes like higher achievement and more in-depth responses. The document also discusses different types of wait times and evaluating questions based on Bloom's Taxonomy to promote higher-order thinking skills.
A four-year-old asks on average about 400 questions per day, and an adult generally asks much much less. Our school system is often structured around rewarding giving the "right" answer and not asking smart questions. The result over time is that, as we grow older, we stop asking questions. Yet asking good questions is essential to finding and developing solutions - an important skill in critical thinking, innovation, and leadership.
This workshop will support teachers to explore their current habits and practices of formulating and asking questions, discuss with their colleagues a range of practices from research and articles, and then develop some new practical approaches they can use with their students.
This is about educational supervision in schools and academic institutions as conducted by supervisors, principals,et. al. based on Goldhammer.
(There are hyperlinks here so some slides will not have any titles. Just refer to slide 4 for each step)
Instructional supervision,its models and school supervisionMaham Naveed
Its all about Instructional supervision ,its all models and School Supervision. All authentic data taken from 35 national and international articles and a lots of books.
This presentation discusses the rationale for using objectives in lesson planning, the approaches to writing objectives and classifying objectives once they have been written.
Promoting & researching adaptive regulation: Successes, challenges & possibil...Mariel Miller
Hadwin (2012). Promoting & researching adaptive regulation: Successes, challenges & possibilities
Presented at the 2012 annual conference for the Canadian Society for the Study of Education (CSSE), Waterloo, ON.
Instructional design involves a common understanding between the client and designer about the training needs, goals, participants, and instructional approach. It covers analyzing the training needs, setting course goals for both the organization and learners, analyzing participant characteristics and learning styles, and determining the instructional approach through methods like video, text, workshops, and e-learning. The functional specification outlines the module structure, access details, course introduction, and micro and macro instructional strategies around themes, interactions, assessment, and learning management systems. Overall, instructional design establishes what the training will include and how it will be delivered through analysis and collaboration between the client and designer.
ITpreneurs is a global company that provides IT training and certification. They develop courses on topics like ITIL, PRINCE2, and information security. Their goal is to empower learners to be effective IT professionals through innovative training content and delivery methods. They apply instructional design best practices and work with subject matter experts to create high-quality courses. ITpreneurs also offers services like custom training, exam preparation, and a learning management system to support organizations and learners.
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.
Establish and communicate learning goals using rubrics and scales. Track students' progress through formative assessment and having students chart their own progress. Celebrate success by recognizing and acknowledging students' knowledge gain and progress towards learning goals.
The document discusses enriching computer curriculum through Understanding by Design (UBD), which is a framework for designing curriculum and instruction that begins with defining learning goals and enduring understandings, and then designs assessments and lessons to ensure students achieve the goals. It explains the 3 stages of UBD for designing units of instruction, which are desired results, acceptable evidence, and learning experiences and activities. UBD aims to facilitate student understanding of big ideas and transfer of learning through backward design of curriculum.
Gagne's Conditions of Learning and Keller's ARCS model of motivational design are instructional design frameworks that aim to optimize the learning process. Gagne's model focuses on the internal cognitive processes involved in learning through nine events of instruction. Keller's ARCS model emphasizes motivating the learner by gaining their attention, establishing relevance, building confidence and satisfaction. Both models seek to actively engage learners and support the application of knowledge.
Effective online teaching and student engagementlslim
The document outlines key considerations for planning an effective online course using the ADDIE model of instructional design. This includes analyzing learner characteristics, the learning environment and context. In the design stage, the document emphasizes defining objectives, assessments, and instructional strategies aligned to the objectives. It also covers developing appropriate learning resources while following copyright guidelines. Implementation involves field testing and training students on usage. Evaluation gathers feedback on reactions, learning, and return on investment.
The document discusses different learning theories that could be applied to employee computer training:
- Constructivism and cognitivism theories focus on building new knowledge from experience and incorporating new skills. Behaviorism uses repetition to reinforce skills.
- Gagne's nine events of instruction provide a framework for lesson planning including gaining attention, presenting objectives, stimulating recall of prior knowledge, presenting new material, providing guidance, practice, feedback and assessment.
- The cognitive learning theory and Gagne's events are recommended for the computer training as they provide structure and allow employees to build new skills through demonstration, practice and feedback.
Instructional Systems Design (ISD) ADDIE 2.0Wong Yew Yip
If you design and develop learning solutions to meet the learning needs of your organization or you evaluate the suitability of training programs presented by learning providers/trainers, this brief on Instructional Systems Design (ISD) ADDIE 2.0 may be of interest to you.
This document discusses two instructional design models: Gagne's Conditions of Learning model and the Rapid Prototyping model. Gagne's model focuses on different types of learning outcomes and the conditions needed to achieve each. It is an open-ended process that can be modified to achieve desired results. The Rapid Prototyping model uses repetitive cycles of prototyping, user evaluation, and refinement to practice and reinforce learning. It may not allow for much improvement in each cycle. The models are suited for different learning objectives depending on whether flexibility or repetition is more important.
Crafting Program Objectives with the Four C'sSean Kennedy
Many organizations organize leadership development around a competency model. That's understandable, but competencies alone aren't enough to drive great program design. We need to get much more specific. Here's one way of doing it.
The document discusses leadership development and the LMI Total Leader program. It provides an overview of LMI's vision, mission and purpose to develop leaders and organizations to their full potential. It then summarizes LMI's offering which includes a needs assessment, aligning goals, selecting the best development plan, implementing it, and measuring results. Finally, it outlines the Total Leader solution and its four key elements: personal productivity, personal leadership, strategic leadership, and motivational leadership.
My opinion of what digital strategy entails, our responsibilities beyond the work and within the agency, and the skills we must equip ourselves with.
A Solid Digital Strategist; A rare breed, so just grow your own.
Topic2 understanding by the design at a glanceMaria Theresa
Stage 1 of Understanding by Design involves identifying the desired results of a curriculum. It includes establishing goals, content standards, essential understandings, and essential questions. The goals define what students should know and be able to do. The content standards specify important knowledge and skills. Essential understandings articulate the big ideas and concepts. Essential questions are open-ended questions that spark inquiry into those understandings.
3rd. Academic Encounter for the Language Teaching Community Samantha.IJTB
• Student-Teacher:
Gabriela Hernández María Fernanda López
Sánchez Rodríguez
English Language Teacher
English Language Teacher for Secondary Education
and Teaching Practicum
Assistant fer_lopez@hotmail.com
gabriela_hs@hotmail.com
The document discusses the importance of questioning techniques in the classroom. It finds that most questions teachers ask are at the lower levels of thinking and recommends allowing longer wait times of 3 seconds or more after posing questions. Waiting longer gives students more time to think and is linked to better student outcomes like higher achievement and more in-depth responses. The document also discusses different types of wait times and evaluating questions based on Bloom's Taxonomy to promote higher-order thinking skills.
A four-year-old asks on average about 400 questions per day, and an adult generally asks much much less. Our school system is often structured around rewarding giving the "right" answer and not asking smart questions. The result over time is that, as we grow older, we stop asking questions. Yet asking good questions is essential to finding and developing solutions - an important skill in critical thinking, innovation, and leadership.
This workshop will support teachers to explore their current habits and practices of formulating and asking questions, discuss with their colleagues a range of practices from research and articles, and then develop some new practical approaches they can use with their students.
This is about educational supervision in schools and academic institutions as conducted by supervisors, principals,et. al. based on Goldhammer.
(There are hyperlinks here so some slides will not have any titles. Just refer to slide 4 for each step)
Instructional supervision,its models and school supervisionMaham Naveed
Its all about Instructional supervision ,its all models and School Supervision. All authentic data taken from 35 national and international articles and a lots of books.
This presentation discusses the rationale for using objectives in lesson planning, the approaches to writing objectives and classifying objectives once they have been written.
Promoting & researching adaptive regulation: Successes, challenges & possibil...Mariel Miller
Hadwin (2012). Promoting & researching adaptive regulation: Successes, challenges & possibilities
Presented at the 2012 annual conference for the Canadian Society for the Study of Education (CSSE), Waterloo, ON.
Instructional design involves a common understanding between the client and designer about the training needs, goals, participants, and instructional approach. It covers analyzing the training needs, setting course goals for both the organization and learners, analyzing participant characteristics and learning styles, and determining the instructional approach through methods like video, text, workshops, and e-learning. The functional specification outlines the module structure, access details, course introduction, and micro and macro instructional strategies around themes, interactions, assessment, and learning management systems. Overall, instructional design establishes what the training will include and how it will be delivered through analysis and collaboration between the client and designer.
ITpreneurs is a global company that provides IT training and certification. They develop courses on topics like ITIL, PRINCE2, and information security. Their goal is to empower learners to be effective IT professionals through innovative training content and delivery methods. They apply instructional design best practices and work with subject matter experts to create high-quality courses. ITpreneurs also offers services like custom training, exam preparation, and a learning management system to support organizations and learners.
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.
Establish and communicate learning goals using rubrics and scales. Track students' progress through formative assessment and having students chart their own progress. Celebrate success by recognizing and acknowledging students' knowledge gain and progress towards learning goals.
The document discusses enriching computer curriculum through Understanding by Design (UBD), which is a framework for designing curriculum and instruction that begins with defining learning goals and enduring understandings, and then designs assessments and lessons to ensure students achieve the goals. It explains the 3 stages of UBD for designing units of instruction, which are desired results, acceptable evidence, and learning experiences and activities. UBD aims to facilitate student understanding of big ideas and transfer of learning through backward design of curriculum.
Gagne's Conditions of Learning and Keller's ARCS model of motivational design are instructional design frameworks that aim to optimize the learning process. Gagne's model focuses on the internal cognitive processes involved in learning through nine events of instruction. Keller's ARCS model emphasizes motivating the learner by gaining their attention, establishing relevance, building confidence and satisfaction. Both models seek to actively engage learners and support the application of knowledge.
Effective online teaching and student engagementlslim
The document outlines key considerations for planning an effective online course using the ADDIE model of instructional design. This includes analyzing learner characteristics, the learning environment and context. In the design stage, the document emphasizes defining objectives, assessments, and instructional strategies aligned to the objectives. It also covers developing appropriate learning resources while following copyright guidelines. Implementation involves field testing and training students on usage. Evaluation gathers feedback on reactions, learning, and return on investment.
The document discusses different learning theories that could be applied to employee computer training:
- Constructivism and cognitivism theories focus on building new knowledge from experience and incorporating new skills. Behaviorism uses repetition to reinforce skills.
- Gagne's nine events of instruction provide a framework for lesson planning including gaining attention, presenting objectives, stimulating recall of prior knowledge, presenting new material, providing guidance, practice, feedback and assessment.
- The cognitive learning theory and Gagne's events are recommended for the computer training as they provide structure and allow employees to build new skills through demonstration, practice and feedback.
Instructional Systems Design (ISD) ADDIE 2.0Wong Yew Yip
If you design and develop learning solutions to meet the learning needs of your organization or you evaluate the suitability of training programs presented by learning providers/trainers, this brief on Instructional Systems Design (ISD) ADDIE 2.0 may be of interest to you.
This document discusses two instructional design models: Gagne's Conditions of Learning model and the Rapid Prototyping model. Gagne's model focuses on different types of learning outcomes and the conditions needed to achieve each. It is an open-ended process that can be modified to achieve desired results. The Rapid Prototyping model uses repetitive cycles of prototyping, user evaluation, and refinement to practice and reinforce learning. It may not allow for much improvement in each cycle. The models are suited for different learning objectives depending on whether flexibility or repetition is more important.
Crafting Program Objectives with the Four C'sSean Kennedy
Many organizations organize leadership development around a competency model. That's understandable, but competencies alone aren't enough to drive great program design. We need to get much more specific. Here's one way of doing it.
The document discusses leadership development and the LMI Total Leader program. It provides an overview of LMI's vision, mission and purpose to develop leaders and organizations to their full potential. It then summarizes LMI's offering which includes a needs assessment, aligning goals, selecting the best development plan, implementing it, and measuring results. Finally, it outlines the Total Leader solution and its four key elements: personal productivity, personal leadership, strategic leadership, and motivational leadership.
My opinion of what digital strategy entails, our responsibilities beyond the work and within the agency, and the skills we must equip ourselves with.
A Solid Digital Strategist; A rare breed, so just grow your own.
Topic2 understanding by the design at a glanceMaria Theresa
Stage 1 of Understanding by Design involves identifying the desired results of a curriculum. It includes establishing goals, content standards, essential understandings, and essential questions. The goals define what students should know and be able to do. The content standards specify important knowledge and skills. Essential understandings articulate the big ideas and concepts. Essential questions are open-ended questions that spark inquiry into those understandings.
National standards for quality online teachingjmariepope
This document outlines an online professional development session on Standards G and H for quality online teaching. [1] The session uses a "make-and-take" approach for educators to collaborate on developing online lessons and materials. [2] Educators work through principles of each standard, watching videos and designing assessments and evaluations that ensure validity, reliability, and security. [3] Backward design is discussed as a framework for aligning assessments and learning goals.
Translating a Strategy into Action with Strategic Doing Ed Morrison
Strategic doing is a flexible framework that provides a powerful way to translate a strategy into action. Here's an example.
The AIM2WIN region across Minnesota, Wisconsin and Iowa used strategic doing to help civic leaders launch their strategy. We designed the strategic doing workshop to translate their strategy documents -- developed through a series of reports -- into a set of pragmatic strategic action plans.
Instructional Design for Competence-based LearningTang Buay Choo
The document summarizes an instructional design presentation on competence-based learning. It begins with an overview of instructional design and the ADDIE model of analysis, design, development, implementation and evaluation. It then discusses the nature of competence and its implications for instructional design, focusing on situating, sequencing, scaffolding and supporting learning through authentic and integrated acquisition of competence. The document provides examples of instructional design models and discusses applying cognitive load theory and assessment for learning to scaffold support for learners.
The document discusses instructional management and formulating learning objectives. It provides several principles for determining and formulating objectives, including beginning with the end in mind, making objectives specific and measurable, and aligning objectives with educational aims. It also discusses classifying objectives according to domains like cognitive, affective, and psychomotor. Assessment should be designed to evaluate if students have achieved the stated objectives. Overall, the document provides guidance on stating clear and measurable learning objectives to guide effective teaching.
This document summarizes Cedric D. Murry's presentation on conducting a goal analysis for instructional design. It discusses classifying learning goals into Robert Gagné's five categories of learning - verbal information, intellectual skills, cognitive strategies, motor skills, and attitudes. It outlines the two steps for classifying goals: 1) determining the type of learning outcome, and 2) analyzing the goal statement to identify the steps to perform the goal. The document provides examples for each of Gagné's five categories and explains his belief that similar instructional strategies can be applied to goals within the same category. It concludes by discussing determining the steps to perform a goal through consulting a subject matter expert.
Similar to Azmawati Mohd Lazim_Creating learning objectives (20)
This document discusses strategies for brand recovery when facing a crisis. It recommends that companies be truthful and have a clear message in line with their brand values. While legal constraints exist, being transparent about what is happening is more effective for brand recovery than lengthy explanations. The document also provides two case studies of companies - Qantas and Samsung - that faced issues but were able to recover their brands through consistent, pragmatic messaging as part of a brand recovery strategy.
This document discusses qualitative research methods for understanding customers, including ethnography, one-on-one interviews, focus groups, and mystery shopping. It provides brief descriptions of each method and examples of the type of insights they can provide. These qualitative research techniques are presented as ways to gain customer perceptions, beliefs, and motivations to help inform branding decisions. Videos and additional resources are linked for further information on each method.
Week 4 Conducting Research Strategy for BrandAzmawati Lazim
The document discusses various considerations for naming a new company, including:
- Conducting extensive research to find a name that connects with the target community and is legally available.
- Common myths around naming, such as thinking a name will be obvious or that extensive testing is not needed.
- Different types of names like founder names, descriptive names, metaphorical names, fabricated names, acronyms, and combinations.
- Questions to consider like whether a tagline is needed and what it should convey. Taglines can help describe and create interest in a company.
This document discusses branding and corporate identity. It defines branding as a process used to build awareness and loyalty through expressing why one brand should be chosen over others. It lists different types of branding such as co-branding, digital branding, personal branding, cause branding, and country branding. The branding process involves business alignment, aligning with customers, brand positioning, developing a big idea, and creating brand touchpoints. Successful branding requires commitment from leadership and investment in connecting emotionally with customers to build lifelong relationships.
Corporate Identity - Final Presentation StrategyAzmawati Lazim
This document provides information and criteria for students to complete their final presentation, which is worth 40% of the course grade. Students must design a corporate identity including a logo, business cards, and letterhead. They then present their design live, covering items like the design brief, logo concepts, and style guidelines. Students must book a presentation timeslot online, choose a date in September or October to present, and wear business attire. They need to prepare their report and concepts using slides, infographics or video, and bring a printed copy to submit on their presentation day.
Digital audio involves sampling an analog sound wave into discrete digital samples. There are two main steps: 1) Sampling, where the amplitude of the sound wave is measured at regular intervals, and 2) Quantization, where the continuous range of amplitude values is divided into a finite number of levels. Key factors that affect audio quality include sampling rate, bit depth, file compression, and file format compatibility. A 1-minute CD quality audio file with a sampling rate of 44.1 kHz and 16-bit depth would be around 10 MB in size.
This document discusses key concepts in digital audio including sampling, quantization, digital recording, and disk-based audio systems. It explains that sampling is taking parts of an existing music piece to create a new production. Quantization refers to capturing amplitude values during sampling. The document also discusses sample rates, bit depths, lossy and lossless audio formats like MP3, WAV, and FLAC. Common sample rates used in the industry like 44.1 kHz and 48 kHz are also listed.
The document discusses cyberlaw and cyberlegislation. As internet usage has grown, so have issues of cybercrime, leading countries to pass various computer and cyber-related laws. The document then provides an overview of different areas of intellectual property law, including patents, copyrights, trademarks, trade secrets, and technology transfer. It also discusses privacy issues, freedom of expression, criminal activities online, and challenges regarding national cybersecurity and sovereignty over digital infrastructure.
E-knowledge management offers advantages for individuals, organizations, and society. It provides a platform for individuals to leverage their personal knowledge by sharing it with others and their organization. This sharing stimulates further sharing, allowing people to learn from one another. For organizations, e-knowledge management provides tools that support knowledge sharing and reuse, virtual team collaboration, and prevention of redundant work. It offers a central place for collecting and validating organizational knowledge and best practices. Overall, e-knowledge management enhances learning and performance at both the individual and organizational level.
Groupware, or collaborative software, is designed to help people work together on common tasks. It overlaps with computer-supported cooperative work (CSCW), which studies how collaborative activities can be supported by technology. The CSCW matrix categorizes collaboration as co-located or distributed, and synchronous or asynchronous. CSCW is interdisciplinary, bringing together fields like computer science, social psychology, and organizational theory. It aims to understand group work and design technology to support cooperation. Early groupware included Lotus Notes. Groupware can facilitate communication, conferencing, and complex coordination through tools like calendars, project management, and knowledge management systems.
The document discusses cyberlaw and cyberlegislation. As internet use has grown, so have issues of cybercrime, leading countries to pass new computer and cyber-related laws. The document then discusses several areas of intellectual property law, including patents, copyrights, trademarks, trade secrets, and technology transfer. It provides examples of how each area works and lawyers' roles in related issues. The document also discusses privacy, freedom of expression, and Google's work at the intersection of law, policy, and technology regarding cyber and IP issues.
The document discusses the evolution of economies from primitive to industrial to knowledge-based. It notes that a knowledge economy focuses on using knowledge and technology to produce economic benefits, with ideas and thoughts considered products. It also states that advances in information technology, libraries, and good governance are important drivers of productivity and economic growth in a knowledge economy.
This document discusses key concepts in digital audio including sampling, quantization, digital recording, and disk-based audio systems. It explains that sampling is taking parts of an existing music piece to create a new production. Quantization refers to capturing amplitude values during sampling. The document also discusses sample rates, bit depths, lossy and lossless audio formats like MP3, WAV, and FLAC. Common sample rates used in the industry like 44.1 kHz and 48 kHz are also outlined.
1. Gagne's Nine Events outline a framework for instructional design.
2. The nine events include gaining attention, informing learners of objectives, stimulating recall of prior knowledge, presenting the material in chunks, providing guidance for learning, eliciting performance, providing feedback, assessing performance, and enhancing retention and transfer.
3. The events are intended to guide learners from their current knowledge through the instruction and assessment of new knowledge or skills.
The document discusses the need for instructional design and content structure for an online course. It outlines the topics to be covered, including presenting a blog, learning objectives, class activities, and a lecture on need analysis and content analysis. The goal is for students to understand need analysis, define learning outcomes, and create a content structure for a proposed module.
The document outlines a 14-week schedule plan for a course. It includes the dates for each week, tasks or events scheduled for that week such as assignments, tests, content reviews, and presentations. The final weeks are dedicated to study groups, facilitating discussions, and exams. Assignments and tests are allocated specific percentages of the total grade.
The document outlines the project timeline for an instruction system design course across 12 weeks. It includes milestones such as presentations on the idea, learning objectives, content analysis, content structure, design document, storyboarding, voice scripts and sounds, and a prototype. The timeline concludes with a final compilation stage, presentation, submission, and post-mortem before the exam week.
The document outlines the project timeline for an instruction system design course across 12 weeks. It includes milestones such as presentations on the idea, learning objectives, content analysis, content structure, design document, storyboarding, voice scripts and sounds, and a prototype. The timeline concludes with a final compilation stage, presentation, submission, and post-mortem before the exam week.
The document provides an overview of instructional system design (ISD) models and instructional design (ID) models. It discusses the history and key aspects of ISD models, which typically follow the ADDIE process of analysis, design, development, implementation, and evaluation. ID models are used in conjunction with ISD models to guide specific parts of the design process. The document then outlines an assignment where students will analyze and present on different types of ID models, including classroom orientation, product orientation, and systems orientation models.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
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1. Designing Learning and
Instructional Strategies
MID 7133
Lecturer : Azmawati Binti Mohd Lazim
: azmawati.mohd.lazim@gmail.com : Azmawati Mohd Lazim
: 21A4FE60 : wawacrv : wawacrv
2. At the end of this lesson, learners should be able to :
Write clearly the instruction and learning objectives
State the differences between goal and objective
Discuss the measurable objectives for the final
project documentation
Construct the different set of objectives
Identify the Information Design Principle
Relate the Gagne Nine Event to the learning and
document preparation for the product assignment.
Learning Objectives
3. Instruction and learning
Effective Interactivity
instruction in instruction
begins with a refers to Learner
systematic active the learner transform it
planning learning acts on the into new,
process for information personal
instructional given or meaning.
events. presented
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4. Instructional Strategy
Instructional
Effective Learning
strategy is a
instructional Theories
guideline on
strategies are describe the
which instructors
based on ways that
base their
learning theorists believe
teaching and
theories. E.g : people learn
learning
Gagne Nine new ideas and
approach or
Event concepts.
methodology on.
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5. The The steps
needed to
objectives get there.
Where we want to
The goal be.
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Event
Design by Azmawati Mohd Lazim for masters of E-Learning Students Class of 2012, Multimedia
6. Developing goals
GOAL
The course
Goals can be Example of a
goals are broad
lofty ideas, broad course
statements of
using words or goal: Students
what the
phrases like will gain a
students will be
"appreciates" greater
able to do when
or "shows appreciation for
they have
leadership traditional
completed the
ability." music.
course.
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7. Writing objectives
How can we measure if the user It would be very difficult. That is
understand the lesson? why we develop objectives.
For example : how to measure if
they appreciate history?
OBJECTIVES
The objectives must be Also called
measurable • learning outcomes
specific • measurable objectives
you can determine if the goal • behavioral objectives because
was achieved. they describe observable
behavior rather than
knowledge.
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8. GOAL OBJECTIVES
• Goals are broad. • Objectives are narrow
• Goals are general • objectives are precise.
intentions; • objectives are
• Goals are intangible; tangible.
• Goals are abstract; • objectives are
• Goals can't be concrete
validated as is;. • objectives can be
validated
Goals vs Objectives
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9. What is measurable objectives?
Measurable The
Use verbs
objectives objectives
describe to
the specific instructions include what degree
use to about what
measures specific the students
determine we want the
whether or conditions will be able
student to (how well or to
not we are be able to
successful in how many) demonstrate
do. mastery of
achieving
the goal. the task.
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10. Objectives MUST BE clearly written and
measurable.
They are clear in that the learner knows how
they will be measure (condition), what he/she
must do (performance) and how well he/she
must do it (criterion).
The objectives are measurable in that the
criterion clearly states the performance level
that must be achieved.
Measurable Objectives
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11. Writing Measurable Objectives
Use the big-picture
view to understand
Wrap their minds
ALLOW DEVELOPERS what themes,
around the content to
TO interactivity and
understand its scope
engagement strategies
can work
Logically order the
content (this can be Organize the content
Ensure that no content
done in an into chunks, topics,
slips through the
instructional analysis lessons, units,
cracks
which many people modules, etc.
don’t do)
Communicate the
content to clients,
Ensure all required
subject matter experts
content is tested
and the development
team
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12. Writing measurable objectives
First, it must be noted that one must consider one’s
audience.
Second, 1. Performance/Action verbs. An objective always states
what a learner is expected to be able to do and/or produce to
an be considered competent.
objective
should 2. Conditions. An objective describes the important
conditions (if any) under which the performance is to occur.
include
the
3. Criteria/Standards. An objective describes the criteria of
following: acceptable performance; that is, it says how well someone
would have to perform to be considered competent.
4. Audience. End user
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13. Example
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14. knowFORBIDDEN WORDSUnderstand
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15. Types of Objectives
Cognitive : thought or
knowledge: "what the
student is able to do" (an
observable)
Three
domains and Affective : feelings or choices
ensuing type "how the student chooses to act”
of objectives
include:
Psychomotor : physical skills "what the
student can perform"
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16. Cognitive Domain
Use this list to help you express distinct
performance expectations you have of
your users / students.
In general, cognitive competency in a
field begins with knowledge level
learning and advances up the taxonomy
to comprehension, application, and
then the higher order skills involved in
analysis, synthesis, and evaluation or
problem solving.
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17. Information Gagne17
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18. Verbs Words Use in Cognitive
Comprehensi
Knowledge Application Analysis Synthesis Evaluation
on
• arrange • characterize • administer • analyze • combine • appraise
• define • classify • apply • appraise • compose • argue
• duplicate • complete • calculate • categorize • consolidate • assess
• know • depict • choose • compare • construct • critique
• label • describe • compute • contrast • create • defend
• list • discuss • conduct • critique • design • envision
• match • establish • demonstrate • diagram • formulate • estimate
• memorize • explain • dramatize • differentiate • hypothesize • evaluate
• Name • express • employ • discriminate • integrate • examine
• order • identify • implement • distinguish • merge • grade
• quote • illustrate • interpret • examine • organize • inspect
• recognize • locate • operate • experiment • plan • judge
• recall • recognize • perform • explore • propose • justify
• repeat • report • practice • inventory • synthesize • rank
• reproduce • Relate • prescribe • investigate • systematize • rate
• restate • review • roleplay • question • theorize • review
• retain • sort • sketch • research • unite • value
• translate • solve • test • write
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19. Information Gagne19
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20. Affective Domain
The affective domain (Krathwohl, Bloom, Masia, 1973)
includes the manner in which we deal with things emotionally,
such as feelings, values, appreciation, enthusiasms,
motivations, and attitudes. The five major categories are listed
from the simplest behavior to the most complex:
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21. Psychomotor Domain
The psychomotor domain (Simpson, 1972) includes physical
movement, coordination, and use of the motor-skill areas.
Development of these skills requires practice and is measured in
terms of speed, precision, distance, procedures, or techniques in
execution. The seven major categories are listed from the simplest
behavior to the most complex:
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22. Information Gagne22
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Design by Azmawati Mohd Lazim for masters of E-Learning Students Class of 2012, Multimedia University, Cyberjaya, Malaysia
24. Information Design Principles
Retrieval • Attention to external stimulus will initially last up to a
maximum of 20 minutes.
Keep content small and self-contained.
Chunking or grouping pieces of data into units is a major
technique for getting and keeping information in short-term
memory; it is also a type of elaboration that will help get
information into long-term memory.
Label topics clearly.
Use a template for consistency.
Disclose information in progressive layers.
Each topic has only one learning outcome and have 7 + 3
units of information ( a maximum of 10 screens)
Orientation
• E-learning material has no physical representation of its
organization; there are no covers, chapters, or pages. Provide
visual cues through metaphor or color.
Provide a site map, easy backtracking and exit, and a default
path.
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25. Information Design Principles
Presentation •Consider readability and layout.
•Reduce clutter; aim for 50% white space.
•Distinguish important information.
•Use color and graphics appropriately. Be consistent and
conservative.
•Use color and graphics for clarification and explanation, not
for decoration.
• When designing the structure, consider the purpose.
Encoding design sequentially
design hierarchically
• Structure each topic to answer one question/learning
outcome
•Provide several access techniques: menu, index, table of
Sequence contents, hypertext links, keyword searches.
•Provide multiple entry points and paths to address a variety
of learner needs.
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26. Gagne Nine Event
Information Gagne26
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27. Example:
Instructional Event Lesson Activity
1.Gain Attention Engaging opening sequence. A space theme is
used to play off the new software product's
name, STAR. Inspirational music accompanies
the opening sequence, which might consist of
a shooting star or animated logo.
2. Recall Information Students are called upon to use their prior
knowledge of other software applications to
understand the basic functionality of the STAR
system. They are asked to think about how
they start, close, and print from other
programs such as their word processor, and it
is explained that the STAR system works
similarly.
3. Inform Learner of A computer programmer presents students
Objective with the following learning outcome
immediately after the introduction.
Upon completing this lesson you will be able
to:
list the benefits of the new STAR system.
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28. Instructional Event Lesson Activity
4. Present Stimulus Using screen images captured from the live
Material application software and audio narration,
the training program describes the basic
features of the STAR system. After the
description, a simple demonstration is
performed.
5. Provide Learning With each STAR feature, students are
Guidance shown a variety of ways to access it - using
short-cut keys on the keyboard, drop-down
menus, and button bars. Complex
sequences are chunked into short, step-by-
step lists for easier storage in long-term
memory.
6. Elicit Performance After each function is demonstrated,
students are asked to practice with
realistic, controlled simulations.
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29. Instructional Event Lesson Activity
7. Provide Feedback During the simulations, students are given
guidance as needed. If they are performing
operations correctly, the simulated STAR
system behaves just as the live application
would. If the student makes a mistake, the
tutorial immediately responds with an
audible cue, and a pop-up window explains
and reinforces the correct operation.
8. Assess Performance After all lessons are completed, students are
required to take a post-test. Mastery is
achieved with an 80% or better score.
9. Enhance Retention • A one-page, laminated quick reference card
is distributed for further reinforcement of the
learning session.
• A case study on the application of the
software is discussed using the course
discussion forum.
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30. Gagne Conditions for learning
◦ http://www.knowledgebank.irri.org/rkb/RKB_C
ontent/eLearning.htm
◦ http://www.geom.uiuc.edu/apps/rainbow/
Apply Gagne Nine Events of Instruction for
a specific topic in the Design Template
given
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31. Please prepare your
1 Learning goal for your English Course
10 learning objectives for your English
Courseware by referring to the Cognitive
Domain element & Blooms taxonomy
verbs.
Update your blogs & present it in class.
Why you have a ‘date’ with me
next week?