This study examined student perceptions of their proficiency in instructional design competencies based on two frameworks: AECT standards and IBSTPI competencies. Students in a graduate ID program completed portfolios assessing their competencies. Results showed students perceived highest proficiency in AECT's Design competency and IBSTPI's Professional Foundations competency. The lowest proficiencies were in AECT's Utilization and IBSTPI's Implementation and Management. Core courses best addressed AECT's Design and Development domains but least addressed Evaluation. IBSTPI's Professional Foundations was most addressed while Implementation and Management was least addressed. The study implies need to improve instruction in Utilization, Evaluation, and Implementation/Management competencies.
ADDIE is an instructional systems design (ISD) framework that many instructional designers and training developers use to develop courses.The name is an initialism for the five phases it defines for building training and performance support tools:
Analysis
Design
Development
Implementation
Evaluation
An EdTech Integration Plan is the document created to help guide a school district towards meeting its Strategic Plans. In this slide deck, learn how to create an outline for your district!
For more information:
https://www.teachercast.net/edtech-integration-plan-outline/
GIS Under the Radar - Smart Education - Higher - AC18Esri UK
GIS is an ideal vehicle for meeting the changing expectations of students in Higher Education. Opportunities to introduce GIS to students outside of the formal, taught GIS curriculum, however, often go unrecognised, or are missed. Michael Horswell, from the University of the West of England, will consider the barriers to, and opportunities for, implementing GIS under the radar in HE curricula, as well as the considerable benefits that such an approach presents to students.
How To Create a School District Profile to Support Instructional Coaching.Jeffrey Bradbury
A School District Snapshot provides a targeted overview of how your educational system functions and how students are learning.
For more information:
https://www.teachercast.net/district-snapshots-supporting-instructional-coaching/
ADDIE is an instructional systems design (ISD) framework that many instructional designers and training developers use to develop courses.The name is an initialism for the five phases it defines for building training and performance support tools:
Analysis
Design
Development
Implementation
Evaluation
An EdTech Integration Plan is the document created to help guide a school district towards meeting its Strategic Plans. In this slide deck, learn how to create an outline for your district!
For more information:
https://www.teachercast.net/edtech-integration-plan-outline/
GIS Under the Radar - Smart Education - Higher - AC18Esri UK
GIS is an ideal vehicle for meeting the changing expectations of students in Higher Education. Opportunities to introduce GIS to students outside of the formal, taught GIS curriculum, however, often go unrecognised, or are missed. Michael Horswell, from the University of the West of England, will consider the barriers to, and opportunities for, implementing GIS under the radar in HE curricula, as well as the considerable benefits that such an approach presents to students.
How To Create a School District Profile to Support Instructional Coaching.Jeffrey Bradbury
A School District Snapshot provides a targeted overview of how your educational system functions and how students are learning.
For more information:
https://www.teachercast.net/district-snapshots-supporting-instructional-coaching/
The workplace equivalent of “teaching to the test” might be “we need training”. Why do individuals or organizations require training? Ideally, training is not applied as a one-size-fits-all answer to development, nor is it a knee-jerk reaction to a bad situation. Rather, effective training should be a planned and tailored implementation to elevate an employee’s skills required for efficacy in a current role, advancement to a future role or advancement of an enterprise-wide competency. Life Cycle Institute discusses actionable steps for assessing the current state of an employee or organization and developing a plan to advance towards competency through thoughtful and targeted training techniques
Presentation delivered by Paula Philpott, Head of Learning Academy at South Eastern Regional College (SERC) at a meeting of the Scottish Learning Technology Network held on 10/03/17.
Mandy Asghar, Head of Learning & Teaching, York St John University
- Understand the value of a CPD framework as a tool to recognise academic excellence.
- Recognise how mentoring can be used as a vehicle to develop academic practice and provide a safe environment for personal development.
- To give participants the opportunity to discuss the challenges of introducing a CPD framework and share ideas and best practice around how these can be overcome.
What skills are required of today’s instructional designers in higher education? Whether working as part of an academic department, centralized online education group, or faculty development office, the role is increasingly complex and varied to meet the needs of different faculty members, courses, programs, students, and administrators. This session addresses setting realistic expectations for the current work of instructional designers in higher education, and offer a look at how these jobs are being advertised.
A presentation at AgileTour 2012 Ho Chi Minh City, 8-9/11/2012
This is a reflection on how we can innovate higher education in VN with the ideas from Agile.
The Elements of Personalization: A Periodic Table of Competency-Based LearningJonathan Mott
The personalization imperative is here. Are you ready? This session will provide a periodic table of the elements (and compounds) necessary to create a scalable, sustainable, and, most importantly, impactful learning experience for students. The model and real-world examples will help you create a personalized learning infrastructure.
1) Introduction to the Open University,and why we need to continue to build our change capability
2) What we're doing and how we're doing it
3) Challenges and opportunities: now and in the future
Defining the Role of the Instructional Designer in Higher Education - a look at master's program course requirements and recent vacancy announcements. What should new graduates expect of the workplace? Where can they find the best professional development opportunities
Student Learning Objectives, Mississippi Department of Education, Research in Action, Educator Effectiveness, Assessment Literacy, Assessment, Teacher Effectiveness, Policy
2 Mengemukakan rasional berkembangnya teknologi pendidikan sebagai disiplin keilmuan// Landasan Historis Teknologi Pendidikan//, 3 perkembangan definisi teknologi pendidikan// Materi 6
2 Mengemukakan rasional berkembangnya teknologi pendidikan sebagai disiplin keilmuan// Landasan Historis Teknologi Pendidikan//, 3 perkembangan definisi teknologi pendidikan// Materi 5
The workplace equivalent of “teaching to the test” might be “we need training”. Why do individuals or organizations require training? Ideally, training is not applied as a one-size-fits-all answer to development, nor is it a knee-jerk reaction to a bad situation. Rather, effective training should be a planned and tailored implementation to elevate an employee’s skills required for efficacy in a current role, advancement to a future role or advancement of an enterprise-wide competency. Life Cycle Institute discusses actionable steps for assessing the current state of an employee or organization and developing a plan to advance towards competency through thoughtful and targeted training techniques
Presentation delivered by Paula Philpott, Head of Learning Academy at South Eastern Regional College (SERC) at a meeting of the Scottish Learning Technology Network held on 10/03/17.
Mandy Asghar, Head of Learning & Teaching, York St John University
- Understand the value of a CPD framework as a tool to recognise academic excellence.
- Recognise how mentoring can be used as a vehicle to develop academic practice and provide a safe environment for personal development.
- To give participants the opportunity to discuss the challenges of introducing a CPD framework and share ideas and best practice around how these can be overcome.
What skills are required of today’s instructional designers in higher education? Whether working as part of an academic department, centralized online education group, or faculty development office, the role is increasingly complex and varied to meet the needs of different faculty members, courses, programs, students, and administrators. This session addresses setting realistic expectations for the current work of instructional designers in higher education, and offer a look at how these jobs are being advertised.
A presentation at AgileTour 2012 Ho Chi Minh City, 8-9/11/2012
This is a reflection on how we can innovate higher education in VN with the ideas from Agile.
The Elements of Personalization: A Periodic Table of Competency-Based LearningJonathan Mott
The personalization imperative is here. Are you ready? This session will provide a periodic table of the elements (and compounds) necessary to create a scalable, sustainable, and, most importantly, impactful learning experience for students. The model and real-world examples will help you create a personalized learning infrastructure.
1) Introduction to the Open University,and why we need to continue to build our change capability
2) What we're doing and how we're doing it
3) Challenges and opportunities: now and in the future
Defining the Role of the Instructional Designer in Higher Education - a look at master's program course requirements and recent vacancy announcements. What should new graduates expect of the workplace? Where can they find the best professional development opportunities
Student Learning Objectives, Mississippi Department of Education, Research in Action, Educator Effectiveness, Assessment Literacy, Assessment, Teacher Effectiveness, Policy
2 Mengemukakan rasional berkembangnya teknologi pendidikan sebagai disiplin keilmuan// Landasan Historis Teknologi Pendidikan//, 3 perkembangan definisi teknologi pendidikan// Materi 6
2 Mengemukakan rasional berkembangnya teknologi pendidikan sebagai disiplin keilmuan// Landasan Historis Teknologi Pendidikan//, 3 perkembangan definisi teknologi pendidikan// Materi 5
UK Government identity initiatives since the late 1990s - IDnext 2015Jerry Fishenden
My presentation from IDnext 2015, the European Digital Identity Event. "UK government identity initiatives past, present, future: policy and technology perspectives"
Berikut adalah salah satu slide presentasi Prof. Yusufhadi Miarso yang menjelaskan perkembangan konsep awal tentang teknologi pendidikan. Sengaja diedit sedikit agar tampilannya lebuh menarik. Semoga bermanfaat.
ilmu dan teknologi terus berkembang. Seiring dengan hal tersebut, teknologi pembelajaran terus berkembang dalam menemukan jati dirinya. Dari tahun ke tahun telah terjadi penyesuaian rumusan definisi teknologi pembelajaran. Apakah teknologi pembelajaran itu? mari kita dalami melalui slide berikut!
The faculty members have to know about their students backgrounds, their motivation, career planning, and their personal needs. This PPT provides more about guiding the students for better performance.
Outcome Based Education and Continuous Quality Improvement in HEIsMd. Nazrul Islam
After completion of the presentation the participants will be able to know :
- Issues in Higher Education, Teaching & Learning
- Why Outcome-based Education?
- What is the Washington Accord?
- Outcome-based Education
- Implementation of OBE
- Characteristics of OBE Curriculum
- Operation Models of OBE
- Program Objectives
- Program Outcomes
- Learning Outcomes
- Assessment Issues and Tools
- Continual Quality Improvement
The CIT-eA presentation at the SQA event 'Assessment Tomorrow' Edinburgh 2015 - 9th e-Assessment Conference, 29th January. The presentation describes the approach the project is taking and presents an outline of the toolkit that is in preparation.
The Guidelines related to the outcome based education in Engineering is given in this presentation. This will be useful to engineering students as well as faculties to understand the basic process of outcome based education
Ill-structured problems or ISP are problems that occur in the everyday world and are complex, emergent, and interdisciplinary, and are a staple of Problem-Based Learning (PBL). ISP engage learners in problem solving processes that require critical thinking, decision making, information seeking, analogical reasoning, argumentation, self-directed learning, collaborative learning, and other similar heuristics, however, their design and representation matters.
5 Things You Should Know About CLE Models and StrategiesNada Dabbagh
This publication represents the work of graduate students in the Instructional Design and Technology (IDT) program at George Mason University in Fairfax, Virginia. The learning task involved selecting a constructivist-based pedagogical model or instructional strategy and writing a 2-page pedagogy brief that addresses the 5 Things You Need to Know About this pedagogy or instructional strategy, namely:
(1) What is it?
(2) How does it work?
(3) Who is doing it?
(4) How effective is it?
(5) What are its implications for instructional design?
4. Competency Movement
AECT INITIAL STANDARDS IBSTPI COMPETENCIES
1. Design 1. Professional Foundations
2. Development 2. Planning and Analysis
3. Utilization 3. Design and Development
4. Management 4. Implementation and
5. Evaluation Management
5. Competency Movement
• “a knowledge, skill, or attitude that enables one to
effectively perform activities of a given occupation
or function to the standards expected in employment”
(Sims & Koszalka, 2008, p. 569)
• Important prerequisite for performance
• Competency-based assessments must be combined
with other forms of assessment to increase
accountability (Stefanakis, 2002)
6.
7. Portfolio Assessment
• Self-assessment tool
• Self-evaluation skills
• Students as reflective practitioners
• Ownership of the learning process
• Lifelong learning
• Professional development
8. Portfolio Assessment
• Basis for evaluation of degree programs
• Summative assessment of student
achievement in relation to a program’s goals
and competencies
• “purposeful collection of evidence used by
students to document and reflect on learning
outcomes” (Dannefer & Henson, 2007, p.
495).
9. IDD Program
• 30 credit masters program
• Designed to be completed on a part time basis
• EDIT 601 IDD Portfolio
• EDIT 701 Advanced IDD Portfolio
• PBA (instructor, self, peer assessment)
• Reflections/personal growth
• Integration of IDD concepts, processes, and competencies
• Evidence and artifacts: depth, breadth, and adaptiveness
12. Research Questions
• Measure students’ perceptions of their
proficiency in instructional design
competencies in order to evaluate the degree
to which a graduate program in instructional
design effectively integrated these
competencies into its curriculum.
13. Research Questions
• How did students in a graduate instructional design program
perceive their proficiency in ID competencies depicted by
AECT standards?
• How did students in a graduate instructional design program
perceive their proficiency in ID competencies depicted by
IBSTPI standards?
• To what extent were the AECT standards addressed by the
courses in this instructional design program as perceived by
the students?
• To what extent were the IBSTPI standards addressed by the
courses in this instructional design program as perceived by
the students?
17. Results Summary/Questions 1&2
• Participants perceived themselves as mostly
proficient (>60%) on AECT competencies
• Strongest (83%) on Design
• Weakest (62%) on Utilization
• Participants perceived themselves as mostly
proficient on IBSTPI competencies
• Strongest (79%) on Professional Foundations
• Weakest (59%) on Implementation and
Management
20. Results Summary/Questions 3&4
• Core courses (704, 705, 730, 732, 752) were most
frequently mentioned
• AECT Design & Development domains most
addressed
• AECT Evaluation domain least addressed
• IBSTPI Professional Foundations domain most
addressed
• IBSTPI Implementation and Management least
addressed
21. Implications
• Need to improve ID instruction related to Utilization
and Evaluation:
• AECT Utilization competence involves “applying principles,
theories, and research related to media utilization, diffusion,
implementations, and policy-making”
• AECT Evaluation competence involves “demonstrating knowledge,
skills, and dispositions to evaluate the adequacy of instruction and
learning by applying principles of theories, and research related to
problem analysis, criterion-referenced measurement, formative and
summative evaluation, and long-range planning”
22. Implications
• Need to improve ID instruction related to
Implementation and Management
• IBSTPI defines Implementation and Management as the
ability to:
• Plan and manage instructional design projects
• Promote collaboration, partnerships and relationships among the
participants in a design project
• Apply business skills to managing instructional design
• Design instructional management systems
• Provide for the effective implementation of instructional products and
programs