Becoming an instructional designer
•Download as PPTX, PDF•
0 likes•20 views
Instructional design is a good career path for teachers wanting a new challenge, as it utilizes many of the same skills but with a focus on designing learning experiences and materials. The document provides an overview of the key skills and models used in instructional design, such as ADDIE and Bloom's Taxonomy, as well as learning theories that provide a foundation. It also includes links to resources for transitioning from teaching to instructional design.
Report
Share
Report
Share
Recommended
Insight into flipped learning in the classroom
This document discusses flipped learning in the classroom. It describes flipped learning based on Edgar Dale's Cone of Experience, which involves students accessing instructional videos and activities on a virtual learning environment before class, then using class time for hands-on activities and higher-order thinking. Some benefits mentioned are flexible access to materials, personalized learning, stronger student-teacher relationships, and using class time for more engaging activities that go beyond memorization to synthesis and evaluation. The document also briefly discusses enterprise skills, stretch and challenge approaches, and using technology like SMART Boards to move students from lower-order to higher-order thinking.
Arc571 seminar 3 - 4 November 2019
This document provides an overview of a seminar discussing design studio as a learning environment. It introduces the topic and breaks participants into discussion groups to provide feedback. It also discusses action research and developing teaching innovations to address issues in design education. Examples of different types of design studios and learning environments are presented. The document guides participants in identifying an issue to address, developing a proposal, implementing it, collecting evidence of its impact, and disseminating results.
Creativity for Learning 5: Linking theory and practice through collaborative ...
This document provides information about a series of workshops on creativity for learning in higher education. It includes:
- Details of 5 workshops that will take place between January and March, focusing on topics like creativity in action, the use of story for learning, and linking theory and practice through creative inquiry.
- Information about bonus activities like joining the Greenhouse monthly gatherings and showcasing innovations in June.
- Pre-workshop tasks like focusing an innovation idea and familiarizing with action research.
- Principles and approaches that will be used in the workshops, like the World Cafe approach.
- Plans for action learning sets and tutorials after the workshops to support participants in developing and implementing their
Triads: Where we could go now and explorations
This presentation takes us through triads and how they relate to the PDF, along with showcasing some basic concepts and tools needed to make it a success.
Writing Clearly: Avoiding complex language in drafting policies and procedures
Writing Clearly: Avoiding complex language in drafting policies and proceduresAssociation of University Administrators
This session will help staff understand the principles of writing in plain English and will provide interactive training on applying those principles to University policies and procedures. Attendees will learn the techniques and approaches required to present complex ideas clearly and concisely, without losing crucial information. The session will prepare staff to reconsider and revise their own procedures, to the benefit of all who use them.
Is dc
The document discusses several instructional design models and principles:
1. It describes Reiser and Dempsey's four phase model of instruction which promotes learning through demonstration, application, engagement in tasks, and integrating new knowledge.
2. It outlines David Merrill's key principles for effective instruction which are to provide structured knowledge, practice, and guidance.
3. It discusses the four components of the 4C/ID instructional model - learning tasks, supportive information, procedural information, and part-task practice.
Mq ib final week
The document provides information and tips for an upcoming exam on international business topics. It includes:
1. A list of 12 exam topics that may be covered on the exam.
2. Tips for studying such as having a basic understanding of all chapters, relating answers to international business, highlighting keywords, and making an exam plan.
3. Suggestions for making responses engaging like using case studies, models, or quotes and having an interesting conclusion with a central theme.
4. Examples of potential exam questions are provided from previous exams.
The document concludes by providing time for students to ask questions about the exam or receive feedback on their group reports.
CPD: 10 ways to keep up to date by Orla Foley
Continuing Professional Development (CPD) is important for library professionals to stay updated on changing trends and technologies. There are 10 ways to engage in CPD, including talking with colleagues to learn from their experiences, keeping up with current library literature, creating and curating social media accounts, visiting other libraries to see how they operate, joining mailing lists in the library field, attending library seminars and conferences, thinking about presenting at an event to share expertise, mentoring others to develop skills, and checking the L2L website for those with teaching roles.
Recommended
Insight into flipped learning in the classroom
This document discusses flipped learning in the classroom. It describes flipped learning based on Edgar Dale's Cone of Experience, which involves students accessing instructional videos and activities on a virtual learning environment before class, then using class time for hands-on activities and higher-order thinking. Some benefits mentioned are flexible access to materials, personalized learning, stronger student-teacher relationships, and using class time for more engaging activities that go beyond memorization to synthesis and evaluation. The document also briefly discusses enterprise skills, stretch and challenge approaches, and using technology like SMART Boards to move students from lower-order to higher-order thinking.
Arc571 seminar 3 - 4 November 2019
This document provides an overview of a seminar discussing design studio as a learning environment. It introduces the topic and breaks participants into discussion groups to provide feedback. It also discusses action research and developing teaching innovations to address issues in design education. Examples of different types of design studios and learning environments are presented. The document guides participants in identifying an issue to address, developing a proposal, implementing it, collecting evidence of its impact, and disseminating results.
Creativity for Learning 5: Linking theory and practice through collaborative ...
This document provides information about a series of workshops on creativity for learning in higher education. It includes:
- Details of 5 workshops that will take place between January and March, focusing on topics like creativity in action, the use of story for learning, and linking theory and practice through creative inquiry.
- Information about bonus activities like joining the Greenhouse monthly gatherings and showcasing innovations in June.
- Pre-workshop tasks like focusing an innovation idea and familiarizing with action research.
- Principles and approaches that will be used in the workshops, like the World Cafe approach.
- Plans for action learning sets and tutorials after the workshops to support participants in developing and implementing their
Triads: Where we could go now and explorations
This presentation takes us through triads and how they relate to the PDF, along with showcasing some basic concepts and tools needed to make it a success.
Writing Clearly: Avoiding complex language in drafting policies and procedures
Writing Clearly: Avoiding complex language in drafting policies and proceduresAssociation of University Administrators
This session will help staff understand the principles of writing in plain English and will provide interactive training on applying those principles to University policies and procedures. Attendees will learn the techniques and approaches required to present complex ideas clearly and concisely, without losing crucial information. The session will prepare staff to reconsider and revise their own procedures, to the benefit of all who use them.
Is dc
The document discusses several instructional design models and principles:
1. It describes Reiser and Dempsey's four phase model of instruction which promotes learning through demonstration, application, engagement in tasks, and integrating new knowledge.
2. It outlines David Merrill's key principles for effective instruction which are to provide structured knowledge, practice, and guidance.
3. It discusses the four components of the 4C/ID instructional model - learning tasks, supportive information, procedural information, and part-task practice.
Mq ib final week
The document provides information and tips for an upcoming exam on international business topics. It includes:
1. A list of 12 exam topics that may be covered on the exam.
2. Tips for studying such as having a basic understanding of all chapters, relating answers to international business, highlighting keywords, and making an exam plan.
3. Suggestions for making responses engaging like using case studies, models, or quotes and having an interesting conclusion with a central theme.
4. Examples of potential exam questions are provided from previous exams.
The document concludes by providing time for students to ask questions about the exam or receive feedback on their group reports.
CPD: 10 ways to keep up to date by Orla Foley
Continuing Professional Development (CPD) is important for library professionals to stay updated on changing trends and technologies. There are 10 ways to engage in CPD, including talking with colleagues to learn from their experiences, keeping up with current library literature, creating and curating social media accounts, visiting other libraries to see how they operate, joining mailing lists in the library field, attending library seminars and conferences, thinking about presenting at an event to share expertise, mentoring others to develop skills, and checking the L2L website for those with teaching roles.
Final%20 trp what%20is%20design2012-2013
The document provides information about an introductory design thinking workshop for educators called "What is Design?". It includes details about the workshop such as its duration, objectives, and facilitation by a design educator. It also provides several recommendations for educators to continue integrating design thinking into their classrooms after the workshop, such as designing additional prototypes using the same challenge or exploring design-based lesson plans from the Cooper-Hewitt's online resource center. Appendices include background on the OXO peeler design process and a sample design challenge activity.
Lessons learned in learner collaboration
This document discusses lessons learned about effective collaboration. It notes that cooperation is different than collaboration and that teams need structure established at kick-off meetings. It also recommends that teams review each other's work to ensure quality. Finally, it observes that new collaboration tools are emerging outside of business that could enhance teamwork.
Shift from teaching to learning
Last 2 decades has witnessed significant change in our Education system. Transformation is enormous and the teaching fraternity must learn to understand and appreciate their new role.
With free access to extraordinary educational material across diverse platform things are becoming more challenging. Technology has disrupted almost every aspect of our lives and the only way to survive is through adaptation and change.
Teacher must change their profile from EXPERT to FACILITATOR. Most of the teaching fraternity lives with the illusion of being EXPERT in their discipline, but the reality is that the quality of teaching as a profession has gone down over the last decade. This is the reason teaching fraternity is advised to take up the role of facilitator and be the active part of the classroom learning experience.
No more teachers can assume that what they know is extraordinary and that every day they are producing amazing content for their discipline or subject. As a matter of fact most of the times students are more updated than what we are.
With teachers changing their work profile the entire Education system is undergoing a major transformation. Educational Institutions are now forced to focus in developing Competencies amongst their students rather than transferring KNOWLEDGE.
It is essential that we must know the difference between transferring knowledge and that of being a facilitator. We have to accept the facts that most of us have gone wrong in our approach of teaching and we can only change if we accept. ACCEPTANCE is key to CHANGE
Embedding design thinking VALA Conference June 11-12 2015
A common and constant challenge within schools is that of developing student skills including resilience, problem solving, questioning, creativity and critical thinking (amongst other skills)! The design thinking framework outlines a simple process and consistent language that can be use in every classroom to develop students to be self-regulated learners.
In this workshop teachers will collaboratively explore the design thinking process and how to plan for student learning. They will leave with a set of simple strategies and resources which they can use to immediately enact the design thinking process into their classes.
Zest Practice
Presentation to the Brisbane QSA conference on the concept of Zest Practice - processes for reinvigorating everyday practices in education.
Top 10 Skills for Public Tech Instruction
Opportunities to provide training occur every time you help someone with a technology related question, whether it’s one-on-one assistance or in a classroom environment. Making the most of the “teachable moment” involves the right combination of training skills, techniques, and tactics. Technology training is successful when a library patron learns something new and is able to apply it to their life. You don’t need to be a tech expert to learn the practical skills for successful technology training.
Presented August 2014, WebJunction & ALA Learning Roundtable
For inquiries and bookings, email info@kixal.com
Project-Based Learning
This document provides an overview of project-based learning (PBL). It discusses key elements of effective PBL projects, including ensuring they are authentic, academically rigorous, involve applied learning and active exploration. Projects should involve adult relationships and feedback. Assessment should be based on criteria involving student outcomes and reflection. The document also discusses using technology to enhance PBL and provides some PBL project examples. It concludes with suggestions for teachers to get started with PBL, such as becoming comfortable with rubrics and allowing student reflection and decision making.
Leadership in manufacturing technology students
This document outlines a culminating project for a class on global leadership. It includes a description of integrating group case studies into the classroom and individual reflection activities. The project aims to expose students to 10 key behaviors of global leadership, such as cultural self-awareness and developing future leaders. It also provides examples of case studies and reflection questions that could be used to help students learn and apply the behaviors.
The Maker as a Reflective Practitioner
The famous educational philosopher, John Dewey, stated “We do not learn from experience, we learn from reflecting on experience.’ Maker education involves hands-on and experiential activities. Learning can occur through the act of making but having learners reflect on their making experiences increases the likelihood of learning. It is not left to chance.
Enhancing Student Collaboration Presented by Richard Hamlin and Jamie Weir
The Hamlet Project is a collaborative effort between two classes to create a visual representation of the emotional journey of characters in Shakespeare's Hamlet. The project focuses on developing creativity and innovation, critical thinking and problem solving, and communication and collaboration skills. These skills include thinking creatively, communicating clearly, collaborating with others, and using critical thinking to solve problems.
Play brings openness openness or using a creative approach to evaluate an und...
This document discusses using the LEGO Serious Play (LSP) method to evaluate an undergraduate nutrition unit at Manchester Metropolitan University. LSP is a facilitated workshop technique that uses LEGO bricks to engage participants physically and mentally through metaphorical modeling. For the unit evaluation, students and lecturers built LEGO models representing their experiences and perspectives, which generated insights into how to improve the student experience. The document provides background on LSP methodology and its benefits for reflection, participation, and understanding complex situations. It also shares examples of models produced during the unit evaluation LSP workshop.
World Cafe: What Is an Ideal Learning Environment?
This document summarizes the proceedings of UBC's World Cafe event discussing ideal learning environments. The event was facilitated by Jan Johnson and Cindy Underhill and involved discussion in groups about positive teaching/learning experiences, necessary ingredients to support learning, and observations about patterns in the ideas generated. Participants wrote their ideas on sticky notes which were grouped according to themes. The outcomes will be assembled on UBC's Wiki page.
Experiential learning
The document describes the author's experiential learning journey in technology entrepreneurship and engineering education. It outlines the author's experiences working at an innovation foundation and technology incubator, earning a PhD focused on technology entrepreneurship, and teaching related topics. It also discusses lessons learned around entrepreneurship education, the value of experiential learning activities like international experiences and hackathons, and tools for reflection like journaling and the creative problem solving process. The overall journey and lessons highlight the importance of hands-on, reflective learning for developing entrepreneurial skills.
Seddighi Slis 5720 Tech Project 1
This document discusses the advantages and limitations of discussion in large and small groups. The advantages include assessing knowledge and skills, evaluating instruction, sharing new ideas, and allowing for questioning. However, limitations include some students not participating, groups being unfamiliar with topics, and students not always being challenged. The document suggests that classroom discussions should be effective, involve both students and teachers, and promote collaborative and cooperative learning.
Opportunities: Supporting the extended project qualification
Slides from a workshop delivered at the SLA Conference 2014. The sessions looked at the EPQ, what it involves and how it is assessed, how I am involved and how Librarians might like to get involved in it in their schools.
Maple Project
This document provides guidance for creating an online classroom that promotes collaboration. It emphasizes that collaboration requires building a sense of community where students feel comfortable sharing ideas and perspectives. It outlines the key elements of an online community, including all participants, shared purpose, and guidelines. The document also describes the stages of group development and the instructor's role in setting expectations, modeling collaborative processes, guiding discussion, and evaluating progress.
Critical Thinking
The document discusses critical thinking, including definitions of critical thinking and what it is not. It describes the characteristics of a critical thinker and outlines the methodology of critical thinking, which involves using inductive and deductive reasoning, analyzing information, evaluating different perspectives, synthesizing arguments, interpreting conclusions, reflecting on learning, and making judgments. It also provides a template for problem solving and lists universal intellectual standards for evaluating information.
Blended Learning One Day Workshop
A day-long workshop conducted with the faculty of Wheelock College on June 27, 2014
Companion website is located at
https://northeastern.digication.com/blened_learning_workshop
MEAS Course on E-learning: 2 Designing online instruction based on student needs
This document discusses instructional design and how it can be used to design instruction based on student needs. It defines instructional design as the systematic process of making instruction more effective, efficient and appealing by focusing on learner needs. The document outlines several instructional design methods and processes, including the ADDIE model of analysis, design, development, implementation and evaluation. It also discusses how learning theories can inform instructional design and provides examples of how design has been applied to different client projects.
MEAS Course on E-Learning: 2 Designing online instruction based on student needs
This document discusses instructional design and how it can be used to design instruction based on student needs. It defines instructional design as the systematic process of making instruction more effective, efficient and appealing by focusing on learner needs. The document outlines several instructional design methods and processes, including the ADDIE model of analysis, design, development, implementation and evaluation. It also discusses how learning theories can inform instructional design and provides examples of how design has been applied to different client projects.
Instructional design
The presentation on Instructional designs is vital for executing teaching learning process effectively.
Instructional design
The document discusses key aspects of instructional design including:
1. It outlines various instructional design models such as ADDIE, Dick and Carey, and Understanding by Design that provide frameworks for developing effective instruction.
2. Core components of instructional design models are identified as needs analysis, defining objectives, designing instructional strategies, and evaluating outcomes.
3. Effective instructional design considers learner characteristics, ties content to learner experiences, and builds positive expectations for success.
More Related Content
What's hot
Final%20 trp what%20is%20design2012-2013
The document provides information about an introductory design thinking workshop for educators called "What is Design?". It includes details about the workshop such as its duration, objectives, and facilitation by a design educator. It also provides several recommendations for educators to continue integrating design thinking into their classrooms after the workshop, such as designing additional prototypes using the same challenge or exploring design-based lesson plans from the Cooper-Hewitt's online resource center. Appendices include background on the OXO peeler design process and a sample design challenge activity.
Lessons learned in learner collaboration
This document discusses lessons learned about effective collaboration. It notes that cooperation is different than collaboration and that teams need structure established at kick-off meetings. It also recommends that teams review each other's work to ensure quality. Finally, it observes that new collaboration tools are emerging outside of business that could enhance teamwork.
Shift from teaching to learning
Last 2 decades has witnessed significant change in our Education system. Transformation is enormous and the teaching fraternity must learn to understand and appreciate their new role.
With free access to extraordinary educational material across diverse platform things are becoming more challenging. Technology has disrupted almost every aspect of our lives and the only way to survive is through adaptation and change.
Teacher must change their profile from EXPERT to FACILITATOR. Most of the teaching fraternity lives with the illusion of being EXPERT in their discipline, but the reality is that the quality of teaching as a profession has gone down over the last decade. This is the reason teaching fraternity is advised to take up the role of facilitator and be the active part of the classroom learning experience.
No more teachers can assume that what they know is extraordinary and that every day they are producing amazing content for their discipline or subject. As a matter of fact most of the times students are more updated than what we are.
With teachers changing their work profile the entire Education system is undergoing a major transformation. Educational Institutions are now forced to focus in developing Competencies amongst their students rather than transferring KNOWLEDGE.
It is essential that we must know the difference between transferring knowledge and that of being a facilitator. We have to accept the facts that most of us have gone wrong in our approach of teaching and we can only change if we accept. ACCEPTANCE is key to CHANGE
Embedding design thinking VALA Conference June 11-12 2015
A common and constant challenge within schools is that of developing student skills including resilience, problem solving, questioning, creativity and critical thinking (amongst other skills)! The design thinking framework outlines a simple process and consistent language that can be use in every classroom to develop students to be self-regulated learners.
In this workshop teachers will collaboratively explore the design thinking process and how to plan for student learning. They will leave with a set of simple strategies and resources which they can use to immediately enact the design thinking process into their classes.
Zest Practice
Presentation to the Brisbane QSA conference on the concept of Zest Practice - processes for reinvigorating everyday practices in education.
Top 10 Skills for Public Tech Instruction
Opportunities to provide training occur every time you help someone with a technology related question, whether it’s one-on-one assistance or in a classroom environment. Making the most of the “teachable moment” involves the right combination of training skills, techniques, and tactics. Technology training is successful when a library patron learns something new and is able to apply it to their life. You don’t need to be a tech expert to learn the practical skills for successful technology training.
Presented August 2014, WebJunction & ALA Learning Roundtable
For inquiries and bookings, email info@kixal.com
Project-Based Learning
This document provides an overview of project-based learning (PBL). It discusses key elements of effective PBL projects, including ensuring they are authentic, academically rigorous, involve applied learning and active exploration. Projects should involve adult relationships and feedback. Assessment should be based on criteria involving student outcomes and reflection. The document also discusses using technology to enhance PBL and provides some PBL project examples. It concludes with suggestions for teachers to get started with PBL, such as becoming comfortable with rubrics and allowing student reflection and decision making.
Leadership in manufacturing technology students
This document outlines a culminating project for a class on global leadership. It includes a description of integrating group case studies into the classroom and individual reflection activities. The project aims to expose students to 10 key behaviors of global leadership, such as cultural self-awareness and developing future leaders. It also provides examples of case studies and reflection questions that could be used to help students learn and apply the behaviors.
The Maker as a Reflective Practitioner
The famous educational philosopher, John Dewey, stated “We do not learn from experience, we learn from reflecting on experience.’ Maker education involves hands-on and experiential activities. Learning can occur through the act of making but having learners reflect on their making experiences increases the likelihood of learning. It is not left to chance.
Enhancing Student Collaboration Presented by Richard Hamlin and Jamie Weir
The Hamlet Project is a collaborative effort between two classes to create a visual representation of the emotional journey of characters in Shakespeare's Hamlet. The project focuses on developing creativity and innovation, critical thinking and problem solving, and communication and collaboration skills. These skills include thinking creatively, communicating clearly, collaborating with others, and using critical thinking to solve problems.
Play brings openness openness or using a creative approach to evaluate an und...
This document discusses using the LEGO Serious Play (LSP) method to evaluate an undergraduate nutrition unit at Manchester Metropolitan University. LSP is a facilitated workshop technique that uses LEGO bricks to engage participants physically and mentally through metaphorical modeling. For the unit evaluation, students and lecturers built LEGO models representing their experiences and perspectives, which generated insights into how to improve the student experience. The document provides background on LSP methodology and its benefits for reflection, participation, and understanding complex situations. It also shares examples of models produced during the unit evaluation LSP workshop.
World Cafe: What Is an Ideal Learning Environment?
This document summarizes the proceedings of UBC's World Cafe event discussing ideal learning environments. The event was facilitated by Jan Johnson and Cindy Underhill and involved discussion in groups about positive teaching/learning experiences, necessary ingredients to support learning, and observations about patterns in the ideas generated. Participants wrote their ideas on sticky notes which were grouped according to themes. The outcomes will be assembled on UBC's Wiki page.
Experiential learning
The document describes the author's experiential learning journey in technology entrepreneurship and engineering education. It outlines the author's experiences working at an innovation foundation and technology incubator, earning a PhD focused on technology entrepreneurship, and teaching related topics. It also discusses lessons learned around entrepreneurship education, the value of experiential learning activities like international experiences and hackathons, and tools for reflection like journaling and the creative problem solving process. The overall journey and lessons highlight the importance of hands-on, reflective learning for developing entrepreneurial skills.
Seddighi Slis 5720 Tech Project 1
This document discusses the advantages and limitations of discussion in large and small groups. The advantages include assessing knowledge and skills, evaluating instruction, sharing new ideas, and allowing for questioning. However, limitations include some students not participating, groups being unfamiliar with topics, and students not always being challenged. The document suggests that classroom discussions should be effective, involve both students and teachers, and promote collaborative and cooperative learning.
Opportunities: Supporting the extended project qualification
Slides from a workshop delivered at the SLA Conference 2014. The sessions looked at the EPQ, what it involves and how it is assessed, how I am involved and how Librarians might like to get involved in it in their schools.
Maple Project
This document provides guidance for creating an online classroom that promotes collaboration. It emphasizes that collaboration requires building a sense of community where students feel comfortable sharing ideas and perspectives. It outlines the key elements of an online community, including all participants, shared purpose, and guidelines. The document also describes the stages of group development and the instructor's role in setting expectations, modeling collaborative processes, guiding discussion, and evaluating progress.
Critical Thinking
The document discusses critical thinking, including definitions of critical thinking and what it is not. It describes the characteristics of a critical thinker and outlines the methodology of critical thinking, which involves using inductive and deductive reasoning, analyzing information, evaluating different perspectives, synthesizing arguments, interpreting conclusions, reflecting on learning, and making judgments. It also provides a template for problem solving and lists universal intellectual standards for evaluating information.
Blended Learning One Day Workshop
A day-long workshop conducted with the faculty of Wheelock College on June 27, 2014
Companion website is located at
https://northeastern.digication.com/blened_learning_workshop
What's hot (18)
Embedding design thinking VALA Conference June 11-12 2015
Embedding design thinking VALA Conference June 11-12 2015
Enhancing Student Collaboration Presented by Richard Hamlin and Jamie Weir
Enhancing Student Collaboration Presented by Richard Hamlin and Jamie Weir
Play brings openness openness or using a creative approach to evaluate an und...
Play brings openness openness or using a creative approach to evaluate an und...
World Cafe: What Is an Ideal Learning Environment?
World Cafe: What Is an Ideal Learning Environment?
Opportunities: Supporting the extended project qualification
Opportunities: Supporting the extended project qualification
Similar to Becoming an instructional designer
MEAS Course on E-learning: 2 Designing online instruction based on student needs
This document discusses instructional design and how it can be used to design instruction based on student needs. It defines instructional design as the systematic process of making instruction more effective, efficient and appealing by focusing on learner needs. The document outlines several instructional design methods and processes, including the ADDIE model of analysis, design, development, implementation and evaluation. It also discusses how learning theories can inform instructional design and provides examples of how design has been applied to different client projects.
MEAS Course on E-Learning: 2 Designing online instruction based on student needs
This document discusses instructional design and how it can be used to design instruction based on student needs. It defines instructional design as the systematic process of making instruction more effective, efficient and appealing by focusing on learner needs. The document outlines several instructional design methods and processes, including the ADDIE model of analysis, design, development, implementation and evaluation. It also discusses how learning theories can inform instructional design and provides examples of how design has been applied to different client projects.
Instructional design
The presentation on Instructional designs is vital for executing teaching learning process effectively.
Instructional design
The document discusses key aspects of instructional design including:
1. It outlines various instructional design models such as ADDIE, Dick and Carey, and Understanding by Design that provide frameworks for developing effective instruction.
2. Core components of instructional design models are identified as needs analysis, defining objectives, designing instructional strategies, and evaluating outcomes.
3. Effective instructional design considers learner characteristics, ties content to learner experiences, and builds positive expectations for success.
Goal-Setting, AAPT Facilitators Workshop
A set of slides on backwards design (Wiggins & McTighe, 2005) and multiple learning goals for significant learning (Fink, 2013), for the American Association of Philosophy Teachers' workshop for facilitators of the AAPT Teaching & Learning Workshops--training to facilitate those workshops.
Meetup creative design literature philosophy methodology framework
Overview of 16 texts within the Design Thinking literature with examples of how to think of design thinking as innovation methodology or philosophy with concrete examples how to translate insights from literature into the teaching and training of design thinking abilities, skills and methods.
Course design learning and structure
The document discusses key considerations for designing online courses, including learning, structure, and development. It emphasizes using collaborative and reflective tasks to enable active learning. It also stresses the importance of the instructor taking a facilitator role to encourage student-centered learning through strategic questions, feedback, and interaction. Chunking content, piloting tasks, and providing clear course descriptions and flexibility are also highlighted.
Course design learning and structure
The document discusses key considerations for designing online courses, including learning, structure, and development. It emphasizes using collaborative and reflective tasks to enable active learning. It also stresses the importance of the instructor taking a facilitator role to encourage student-centered learning through strategic questions, feedback, and interaction. Proper course structure involves chunking content and piloting tasks and modules to ensure coherence. Development requires clarifying learning outcomes, content, and flexible methods to focus on the learning process.
Presentation4
This document discusses developing instructional materials. It recommends producing self-instructional materials that allow students to learn without an instructor. It describes the components of an instructional package, including instructional materials, assessments, and course management information. It also discusses evaluating existing instructional materials, developing materials based on instructional strategies, and identifying skills the materials should develop.
Learning design
Learning design is the practice of planning, sequencing and managing learning activities to support instruction. It allows educators to design full lessons or programs using tools like LAMS. While design is inherent in teaching, making the process explicit can help share best practices and support teachers in selecting appropriate tools and activities. Learning design aims to capture expert teaching skills and represent pedagogy, technologies and intended student activities in a way that can be reused or adapted by other educators. However, challenges remain regarding ownership, representation formats and understanding the full impact of this approach.
Course design learning and structure version 2 (2)
The document discusses key considerations for designing online courses and tasks. It emphasizes allowing students to be active learners through collaborative and reflective tasks. Tasks should align with Bloom's taxonomy and be adapted for the online medium. The role of the tutor is to facilitate student-centered learning through feedback, guidance, and interaction. Effective course structure involves chunking content, clear descriptions, building in flexibility, and trialing modules.
Course design learning and structure version 3
The document discusses key considerations for designing online courses and tasks. It emphasizes allowing students to be active learners through collaborative and reflective tasks. Tasks should progress through Bloom's taxonomy and be adapted for the online medium. The role of the tutor is to facilitate student-centered learning through feedback, guidance, and interaction. Effective course structure involves chunking content, clear descriptions, building in flexibility, and trialing modules.
RMIT Innovation Solutions Workshop 1
This document summarizes a workshop on innovation solutions led by Joyce Seitzinger. It introduces Seitzinger and four other members of her company, Academic Tribe, who specialize in areas like learning design, gamification, and online communities. The workshop includes activities for participants to discuss innovations they have implemented or admired, challenges they face, and elements they would include in course design. Participants consider feature cards sorted into categories of key, minor and non-features for their courses. The workshop aims to generate a matrix of 48 innovation ideas for approval and development.
mastery journey timeline
Erik Mooij outlines his journey to attain mastery in instructional design and technology through a 12-course program. He plans to broaden and deepen his knowledge by taking courses in topics like learner engagement, emerging technologies, and evaluation. Erik also aims to find a mentor and engage with the industry through conferences, interviews with professionals, and joining special interest groups to expand his vision. Upon completing the program, he hopes to demonstrate mastery by publishing research, creating media assets, and designing an online lesson.
IGNIS 2015 - Universal Design for Learners
Universal Design for Learners
Best Practices in the Classroom
Al Souma
Counselor / Disability Support Services
Seattle Central College
Erik mooij mdl501-o - mastery journey timeline 2
Erik Mooij outlines his journey to attain mastery in instructional design and technology through a 12-course program. He plans to broaden and deepen his knowledge by taking courses in topics like learner engagement, emerging technologies, corporate training, and evaluation. Erik also aims to find an IDT mentor and connect with industry leaders through activities like interviewing professionals, attending conferences, and joining professional organizations. He documents his goals and timeline for the program through 2018 to work step-by-step towards attaining IDT mastery.
MEAS Course on E-learning: 3 Effective online teaching strategies
The document discusses effective online teaching strategies. It outlines the Community of Inquiry framework, which emphasizes teaching, social, and cognitive presence. It then describes various teaching strategies used in online courses, including lectures, discussions, learning contracts, forums, and small group work. Examples of how to implement strategies like discussions, projects, and case studies are provided. The document concludes by asking the reader to consider which strategies would work best for their own courses.
MEAS Course on E-Learning: 3 Effective online teaching strategies
The document discusses effective online teaching strategies. It outlines the Community of Inquiry framework, which emphasizes teaching, social, and cognitive presence. It then describes various teaching strategies used in online courses, including lectures, discussions, learning contracts, forums, small group work, projects, case studies, self-directed learning, collaborative learning, mentorship, role plays, and assessments. These strategies aim to engage students actively and build community. The document advocates applying these strategies thoughtfully to individual courses to maximize interactive and meaningful online learning.
Module 6 wiki ppt
Intentional instruction involves systematic, focused teaching where the teacher determines what is most important for students to learn. It transfers responsibility from the teacher to the student through establishing clear purposes, modeling expert thinking, guiding students' thinking with questions and prompts, providing meaningful group tasks, and assigning independent work for students to apply what they have learned. The roots of intentional instruction come from theories of gradual release of responsibility, direct explanation, and literacy as a social practice.
Pedagogy in Online and Hybrid Instruction
This document discusses strategies for online pedagogy and instructional design. It begins by outlining some key findings from research on how people learn, such as engaging prior knowledge, providing structure to organize knowledge, and promoting metacognitive skills. The document then discusses several phases of instructional design, including analysis of learners and goals, course design and development, implementation, and evaluation. Specific strategies are provided for course alignment, interaction, navigation, and assessment. Examples of strategies to support student-content interaction include advance organizers, similarities/differences activities, and summarization. Strategies for student-student interaction include discussions, blogs, and file sharing.
Similar to Becoming an instructional designer (20)
MEAS Course on E-learning: 2 Designing online instruction based on student needs
MEAS Course on E-learning: 2 Designing online instruction based on student needs
MEAS Course on E-Learning: 2 Designing online instruction based on student needs
MEAS Course on E-Learning: 2 Designing online instruction based on student needs
Meetup creative design literature philosophy methodology framework
Meetup creative design literature philosophy methodology framework
Course design learning and structure version 2 (2)
Course design learning and structure version 2 (2)
MEAS Course on E-learning: 3 Effective online teaching strategies
MEAS Course on E-learning: 3 Effective online teaching strategies
MEAS Course on E-Learning: 3 Effective online teaching strategies
MEAS Course on E-Learning: 3 Effective online teaching strategies
Recently uploaded
Mule event processing models | MuleSoft Mysore Meetup #47
Mule event processing models | MuleSoft Mysore Meetup #47
Event Link:- https://meetups.mulesoft.com/events/details/mulesoft-mysore-presents-mule-event-processing-models/
Agenda
● What is event processing in MuleSoft?
● Types of event processing models in Mule 4
● Distinction between the reactive, parallel, blocking & non-blocking processing
For Upcoming Meetups Join Mysore Meetup Group - https://meetups.mulesoft.com/mysore/YouTube:- youtube.com/@mulesoftmysore
Mysore WhatsApp group:- https://chat.whatsapp.com/EhqtHtCC75vCAX7gaO842N
Speaker:-
Shivani Yasaswi - https://www.linkedin.com/in/shivaniyasaswi/
Organizers:-
Shubham Chaurasia - https://www.linkedin.com/in/shubhamchaurasia1/
Giridhar Meka - https://www.linkedin.com/in/giridharmeka
Priya Shaw - https://www.linkedin.com/in/priya-shaw
Benner "Expanding Pathways to Publishing Careers"
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
skeleton System.pdf (skeleton system wow)
🔥🔥🔥🔥🔥🔥🔥🔥🔥
إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
🔥🔥🔥🔥🔥🔥🔥🔥🔥
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
Physical pharmaceutics notes for B.pharm students
Temple of Asclepius in Thrace. Excavation results
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
Stack Memory Organization of 8086 Microprocessor
The stack memory organization of 8086 microprocessor.
Geography as a Discipline Chapter 1 __ Class 11 Geography NCERT _ Class Notes...
Geography as discipline
HYPERTENSION - SLIDE SHARE PRESENTATION.
IT WILL BE HELPFULL FOR THE NUSING STUDENTS
IT FOCUSED ON MEDICAL MANAGEMENT AND NURSING MANAGEMENT.
HIGHLIGHTS ON HEALTH EDUCATION.
Bossa N’ Roll Records by Ismael Vazquez.
Bossa N Roll Records presentation by Izzy Vazquez for Music Retail and Distribution class at Full Sail University
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...Nguyen Thanh Tu Collection
https://app.box.com/s/qhtvq32h4ybf9t49ku85x0n3xl4jhr15Recently uploaded (20)
NEWSPAPERS - QUESTION 1 - REVISION POWERPOINT.pptx
NEWSPAPERS - QUESTION 1 - REVISION POWERPOINT.pptx
Mule event processing models | MuleSoft Mysore Meetup #47
Mule event processing models | MuleSoft Mysore Meetup #47
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
Geography as a Discipline Chapter 1 __ Class 11 Geography NCERT _ Class Notes...
Geography as a Discipline Chapter 1 __ Class 11 Geography NCERT _ Class Notes...
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...
Becoming an instructional designer
- 1. Transitioning from teaching to Instructional Design
- 2. By the end of this course you will: • Know and EXPERIENCE what Instructional Designers do • GAIN SKILLS you need to land an Instructional Design job. Learning Outcomes
- 3. Introduction • Instructional design is a good career path for teachers that want to transition. Teachers tend to be best instructional designers because they possess many transferable skills. • Instructional design is driven by the interests and involvement of our incredible community of passionate educators and lifelong learners. Switching a career is never easy. It brings a lot of challenges, confusion, and nervousness. Sometimes, taking a new path can be exciting and rewarding. • Instructional designers know how to identify gaps and create meaningful learning experience. • As teachers, I am sure you had exposure on cognitive load theory, behaviorism, constructivism, humanism or connectivism and bloom’s taxonomy.
- 4. • Identify appropriate learning approaches • Design Instructional materials • Design a curriculum problem or solution • Conduct a needs assessment • Collaborate with stakeholders Most often used models ADDIE Blooms taxonomy Kirkpatrick’s level of evaluation Skills for Instructional Designers
- 5. Background knowledge to become an Instructional Designer Learning Theories • Constructivism • Socio- Constructivism • Behaviorism • Connectivism • Humanists Bloom’s taxonomy • Create • Analyze • Evaluate • Understand ID Models • ADDIE • ASSURE Prior ID Knowledge
- 6. Which model does not form part of the 3 most used models in Instructional Design? A. ADDIE B. BLOOMS TAXONOMY C.KIRKPATRICK’S MODEL D.ASSURE
- 7. Click on the link to watch a short video on how to transition from teaching to Instructional design: https://youtu.be/zIodQDyKebI Below is a podcast by Dr. Luke Hobson about becoming an Instructional designer. Tips on how to transition from teaching to Instructional Design
- 8. References 1. Kapp, K & Hobson, L. 2021. What I wish I knew before becoming and Instructional Designer. Kindle Ed. Creative Commons License This work is licensed under a Creative Commons Attribution 4.0 International License.