Course ware designing

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Chatty Mekkaeo

Cues, questions, and advance organizers are instructional techniques that activate students' prior knowledge to help them learn new information. Cues and questions elicit what students already know about a topic, while advance organizers provide context before new learning. Effective cues and questions focus on important rather than unusual information. Asking higher-level analytic questions leads to deeper learning than lower-level questions. Advance organizers help bridge gaps in knowledge by presenting new topics in expository, narrative, graphic or other formats before instruction.

Setting goals and objectives

gaildbrady

This document discusses goal setting and providing feedback in classroom instruction. It provides definitions of goal setting as establishing a direction for learning. Goals should narrow student focus but not be too specific, and students should personalize teacher goals. The document lists activities for learning about Europe and expected learning outcomes. It discusses strategies for teachers to provide feedback, including criterion-referenced feedback, rubrics, and student-led feedback. Teachers are encouraged to set general learning targets and involve students in the learning process.

Un grande attrattore bio

VoD_group

EDP332: Assignment 2.2 - Needs, Task and Learner Analysis By: Jake Gordon

jake_gordon

The document summarizes key aspects of needs analysis, task analysis, and learner analysis that are important for instructional design. It discusses how needs analysis identifies what change is needed and who it impacts. Task analysis determines the skills and knowledge needed to complete a task. Learner analysis understands the target learners' abilities and needs. Different models and approaches to each analysis are described to guide identifying performance gaps and designing effective instruction.

Designing an exciting self-regulated, indigenized and rhizomatic courseware ...

Mavic Pineda

This document summarizes the key aspects of developing an interactive social studies courseware for students in the Philippines. It was designed to make the typically facts-heavy subject more engaging by using a rhizomatic structure, storytelling with an alien guide, and allowing free navigation between topics. Initial testing showed students exploring topics not yet covered in class. However, the next step is to embed more opportunities for peer learning, critical reflection on topic choices, and evidence of self-organized learning. The goal is to transform a passive subject into an exciting, practical learning experience through a self-regulating online environment.

The document discusses needs analysis, task analysis, and learner analysis in instructional design. It defines needs analysis as identifying internal or external motivations for change through questions like where change is needed and if instruction can enable it. Formal needs analysis uses evidence from interviews and surveys while informal relies on experience. Task analysis breaks down skills and knowledge needed to complete tasks. Learner analysis understands target learners' abilities and differences to ensure instruction effectiveness.

La dura vita del Community Manager

David Carollo

What Is Html

✪Computants✪IBM_BP

Shock hipoglicémico

Emmanuel Morelli

La Unión Europea ha acordado un paquete de sanciones contra Rusia por su invasión de Ucrania. Las sanciones incluyen restricciones a las importaciones de productos rusos clave como el acero y la madera, así como medidas contra bancos y funcionarios rusos. Los líderes de la UE esperan que las sanciones aumenten la presión económica sobre Rusia y la disuadan de continuar su agresión contra Ucrania.

Setting objectives and providing feedback

Holly Grubbs

This document discusses goal setting and providing feedback to students. It provides generalizations from research on both topics. For goal setting, it states that instructional goals should narrow student focus but not be too specific, and that students should personalize teacher goals. For feedback, it emphasizes that feedback should be corrective, timely, and specific to criteria. Both goal setting and feedback are important for enhancing student achievement when implemented effectively based on research.

Developing an instructional strategy

Larry Cobb

This document discusses how to identify instructional strategies for learners. It covers selecting delivery systems like instructor-led or online learning. Content should be logically sequenced and clustered in manageable portions based on learner age, complexity, time, etc. Instructional strategies have five learning components: preinstruction, content presentation, participation, assessment, follow-up. These components should be tailored to learner maturity, abilities, and different learning outcomes like skills or attitudes. Constructivist strategies use collaboration. Media and delivery systems must support the learning components and be available, flexible, durable and cost-effective. As technologies change, instructional designers must adapt strategies accordingly.

Developing an Instructional Strategy

Betty Howard

This document discusses developing an instructional strategy. It covers selecting a delivery system, sequencing content, determining learning components for different learners and outcomes, using constructivist strategies, grouping students, and choosing media. The delivery system describes how instruction is provided, such as online, in-person, or blended. Content is sequenced logically and clustered into manageable chunks. Learning components include getting attention, stating objectives, and providing feedback. Strategies should consider learner maturity and abilities as well as the type of learning outcome.

EDUCON16 "Designing Educational Material" by Carlos Delgado Kloos. Universida...

eMadrid network

Instructional design – edfn201 b sequencing

leesha roberts

What is Instructional Design?

Lauren Pressley

Instructional design is the systematic planning of instruction to help transfer knowledge between teachers and learners. It includes needs assessment, development, evaluation, implementation, and evaluation of materials and practices. Instructional design is informed by educational theories and performed by teachers, librarians, instructional designers, and others. The goal is to meet learning objectives, anticipate needs, and improve the learning experience.

Comparing Instructional Design Models

Michael M Grant

Basic Instructional Design Principles - A Primer

Mike Kunkle

Training involves planned instructional techniques to achieve learning objectives and transfer knowledge, skills, and attitudes. It is developed through a systematic instructional design process that analyzes learning needs and develops instruction to meet those needs. Models typically specify a method that, if followed, will facilitate knowledge, skill, and attitude transfer. Key figures in the field include Robert Mager, Robert Gagne, and Benjamin Bloom.

Theories Of Instructional Design

Houston Community College

The document discusses various theories of instructional design including cognitive, constructivist, and connectivist perspectives. It outlines key principles such as learning occurring within communities of practice and personal learning environments. Different learning environments are also examined, like cognitive apprenticeship and technology-enabled active learning. Motivation theories including ARCS, self-efficacy, attribution, and goal-setting are summarized.

E Learning Presentation

LBG

The document discusses eLearning in higher education and training. It provides examples of different forms of eLearning like learning management systems, Moodle, browser-based training, Open University, and distance learning. It also discusses the positives of eLearning in increasing access and student engagement, and the challenges of eLearning like student and instructor skills, technical issues, and managing student motivation in distance learning.