Concept of learning design.pptx
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According to James Dalziel“The field of Learning Design seeks to describe the "process" of education - the sequences of activities facilitated by an educator that are often at the heart of small group teaching.” Learning designs refer to a variety of ways of designing student learning experiences, that is a sequence of types of activities and interactions. It (Learning designs) may be at the level of a subject, or subject components. It can be considered the framework that supports student learning experiences. Types of learning design. ADDIE model. Gagne's Nine Events of Instruction. ASSURE Model. Merrill's Principles of Instruction. The Kemp Instructional Design model.
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Concept of learning design
This document discusses learning design, including its concept, types, steps, and qualities. Learning design refers to the sequence of activities and interactions that comprise a student's learning experience. There are several types of learning design models described, including ADDIE, Gagne's Nine Events of Instruction, and ASSURE. The learning design process typically involves 8 steps: introducing the topic, presenting objectives and materials, demonstrating performance, providing practice, giving feedback, assessing performance, and providing reviews and summaries. Good learning design is learner-centric, detailed, passionate about learning, creative, analytical, communicative, technology-savvy, and open-minded.
Concept of learning design.pptx
The structure that facilitates learning experiences is called Learning Design. It refers to purposeful decisions about what to teach, when to teach it, where to teach it, and how to teach it. All teaching depends on learning design. Although students are usually unaware of the learning design, it includes deliberate decisions regarding what, when, where, and how to teach. The course’s content, structure, timing, pedagogical strategies, sequence of learning activities, kind and frequency of assessment, and the nature of the technology used to support learning must all be decided. Making these choices is part of the process of coming up with your own design. The educational process, not just courseware, but the entire teaching/learning experience, is described by a Learning Design. It’s a more or less formal description of a pedagogical scenario (sometimes referred to as an educational script or storyboard) that may or may not comply to an instructional design paradigm. Learning objectives, who accomplishes what and when using tools and resources, and outcomes are all described in a learning design.
Types of Learning Design
ADDIE Model.
Gagne’s Nine Events f Instruction’
ASSURE Model.
Merrill’s Principles of Instruction.
The Kep Instructonal Design Model.
Qualities of Good Learning Design.
Be learner-centric.
Have an eye for detail.
Be imaginative, creative, and innovative.
Have strong analytical skills.
Have effective communication skills.
Be open-minded.
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Concept of learning design
This document discusses learning design, including its concept, types, steps, and qualities. Learning design refers to the sequence of activities and interactions that comprise a student's learning experience. There are several types of learning design models described, including ADDIE, Gagne's Nine Events of Instruction, and ASSURE. The learning design process typically involves 8 steps: introducing the topic, presenting objectives and materials, demonstrating performance, providing practice, giving feedback, assessing performance, and providing reviews and summaries. Good learning design is learner-centric, detailed, passionate about learning, creative, analytical, communicative, technology-savvy, and open-minded.
Concept of learning design.pptx
The structure that facilitates learning experiences is called Learning Design. It refers to purposeful decisions about what to teach, when to teach it, where to teach it, and how to teach it. All teaching depends on learning design. Although students are usually unaware of the learning design, it includes deliberate decisions regarding what, when, where, and how to teach. The course’s content, structure, timing, pedagogical strategies, sequence of learning activities, kind and frequency of assessment, and the nature of the technology used to support learning must all be decided. Making these choices is part of the process of coming up with your own design. The educational process, not just courseware, but the entire teaching/learning experience, is described by a Learning Design. It’s a more or less formal description of a pedagogical scenario (sometimes referred to as an educational script or storyboard) that may or may not comply to an instructional design paradigm. Learning objectives, who accomplishes what and when using tools and resources, and outcomes are all described in a learning design.
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Be learner-centric.
Have an eye for detail.
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Have strong analytical skills.
Have effective communication skills.
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2. Model effective conferencing skills. Have students practice with each other before meeting with parents.
3. Provide templates, checklists, or rubrics to help students organize evidence and reflections.
4. Schedule adequate preparation time for students to select work samples and practice sharing.
5. Consider logistics like timing, location, materials needed. Make sure tech is ready if using digital portfolios.
6. Guide students to focus discussion on growth, goals, and next steps rather than grades.
7.
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This document discusses the process of designing and planning teaching-learning lessons. It explains that instructional planning involves determining learner needs, defining objectives, designing assessments and activities. Lesson plans have three parts - the beginning, middle (presentation) and end. When planning instruction, teachers should identify objectives, plan learning activities and assessments, sequence lessons meaningfully, create timelines, and plan closures. Backward design starts by focusing on outcomes, while traditional planning focuses on presenting content linearly. Both models can achieve standards when the goal is for students to master skills by year's end. Effective lesson planning is important for achieving positive student outcomes.
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𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
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