Basic Instructional Design Principles - A PrimerMike Kunkle
This is a very basic primer I once created to teach a staff of technical writers about instructional design. It was not designed for non-verbal delivery, but it will give you an idea of basic ISD concepts.
Basic Instructional Design Principles - A PrimerMike Kunkle
This is a very basic primer I once created to teach a staff of technical writers about instructional design. It was not designed for non-verbal delivery, but it will give you an idea of basic ISD concepts.
Needs Assessment
Importance of need assessment in curriculum development
purposes of need assessment in curriculum development
sources of need assessment in curriculum development
An overview on instructional design, its meaning and purpose, a model for design, what does a designer do and things to consider about varied learners to whom the design is intended for
This presentation defines competencies and competency-based curricula (CBC), describes the benefits of CBC, and details seven steps to developing CBC. Meant for educators and managers, it covers: identifying and defining competencies, establishing rubrics for performance, outlining and practicing learning methods, assessing performance, and evaluating, refining, and repeating the process.
Models of curriculum evaluation and application in educationalKoledafe Olawale
Curriculum can be defined as the planned and guided learning experiences and intended learning outcomes, formulated through the systematic reconstruction of knowledge and experiences, under the auspices of the school, for the learners’ continuous and willful growth in personal social competence (Tanner & Tanner, 1975)
Needs Assessment
Importance of need assessment in curriculum development
purposes of need assessment in curriculum development
sources of need assessment in curriculum development
An overview on instructional design, its meaning and purpose, a model for design, what does a designer do and things to consider about varied learners to whom the design is intended for
This presentation defines competencies and competency-based curricula (CBC), describes the benefits of CBC, and details seven steps to developing CBC. Meant for educators and managers, it covers: identifying and defining competencies, establishing rubrics for performance, outlining and practicing learning methods, assessing performance, and evaluating, refining, and repeating the process.
Models of curriculum evaluation and application in educationalKoledafe Olawale
Curriculum can be defined as the planned and guided learning experiences and intended learning outcomes, formulated through the systematic reconstruction of knowledge and experiences, under the auspices of the school, for the learners’ continuous and willful growth in personal social competence (Tanner & Tanner, 1975)
Slides from our Learning Design workshop in Nairobi, Kenya on 9 June 2017. An output from the ESRC-funded International Distance Education and African Students (IDEAS) project, in coodination with the African Network for Internationalization of Education.
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.
Instructional Design Driven Innovations in Capacity Development: addressing t...ILRI
Presented by Iddo Dror, Head of Capacity Development at ILRI and Chair of the CGIAR Capacity Development Community of Practice at the GCARD 3 conference, Johannesburg, 5-8 April 2016
5-Step Guide to Develop Effective and Engaging Courseware for Online Learning...saikumarmba2023
Invest in success and cultural connection! Our seven-step guide streamlines eLearning content translation, showcasing your commitment to inclusivity. Apply these practices to deliver globally resonant content for an engaging, effective learning experience.
Identifying and changing key curriculum design practicesJisc
Examining the process of how institutions identify and then seek to change the curriculum design processes and practices. (This session complements the main conference session on curriculum design).
Jisc conference 2011
Compare and Contrast the ADDIE Model to Dick and Carey Model. What is fundamentally the same with each model and likewise, what is different? Identify at least one advantage and one challenge that each ID model presents when compared to each other
This is a relatively straightforward presentation that I put together for a certificate course in instructional design. The presentation takes students through the five steps of the ADDIE model (Analysis, Design, Development, Implementation and Evaluation) and references the steps to a learning site that I developed at The University of Auckland (https://www.fmhshub.auckland.ac.nz/).
Instructional Design for Online and Blended Learning Course SlidesCity Vision University
These are the slides for our free course on Udemy at:
https://www.udemy.com/disruptive-innovation-in-higher-education/
You can find the course videos at:
https://www.youtube.com/playlist?list=PLXa3JWoXGD0WFaRBmLZAyhGPII1SGMEaL
Here are how the course will work:
1. The course will start with a template for you to conduct needs analysis and research for your course.
2. You will then design learning outcomes and use our templates to develop a learner-centered syllabus to meet requirements of accreditors and a course introduction.
3. You will then use our Course Blueprint template to build each week of your course. While you do that, you will use the OSCAR course evaluation rubric to evaluate your course for best practices.
4. We will share all we know about how to use the latest technology, videos and screencasts to improve the engagement of your course.
5. For those who come from faith-based institutions, we will provide sections on how to integrate faith into learning in your course. For those who do not come from faith based sections, you can skip this section.
6. You will use the course blueprint you developed to create and publish your course using Canvas.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
4. What is Instructional Design?
Instructional Design (also called Instructional Systems Design (ISD)) is the practice of
creating "instructional experiences which make the acquisition of knowledge and skill more
efficient, effective, and appealing.“ Source: www.wikipedia.org
Instructional Design is the systematic development of instructional specifications using
learning and instructional theory to ensure the quality of instruction.
Source: www.umich.edu
Instructional Design is "The philosophy, methodology, and approach used to deliver
information. Source: www.neiu.edu
5. What is Instructional Design?
Instructional design is the Analysis, Design, Development, Implementation, and
Evaluation of instructional materials (ADDIE)
There is a standard design methodology called Instructional Systems Design (ISD)
Developed by Dick and Cary (The Systematic Design of Instruction -- 6th Edition, 2004)
A systematic process is effective . . .
• An effective way to create professional development
• Ensures an appropriate process
• Flows from goals to objectives, to content, to instructional strategies
• Includes evaluations to ensure that goals and objectives are met
6. What is Instructional Design?
• The end-to-end process or methodology used to create a learning program
• The document of a design for a specific program
• The major phases are summarized by the acronym ADDIE
• Instructional Systems Design (ISD) is a comprehensive model for instructional
design
• There are other models and a lot of theory
• A methodology is much better than a model
12. What is ADDIE? Analysis
Design
Development
Implementation
Evaluation
• Evaluation Plan
• Testing
• Reviews
• Needs Assessment
• Project Plan
• Goals
• Audiences
• Objectives
• Task Analysis
• Strategy
• Prototypes
• Outline Content
• Select Delivery
• “Programming”
• Delivery
• Integration
• LMS
13. Instructional Design-Courses
• + Program Planning
• Conduct Instructional Analysis
• Analyze the Instructional Goal
• Analyze Learners and Contexts
• Write Performance Objectives
• + Design the course within a curriculum
• Develop Instructional Strategy
• Develop and Select Instruction Materials
• + Design e-learning elements including LMS
• Formative Evaluation of Instruction
• Revise Instruction
• Develop Assessment Instruments
• Conduct Evaluations
• + Design/Implement Follow-up Program
ADDIE + RID for comprehensive programs
14. ADDIE + Rapid Instructional Design
• Everything can change during the project!
• Plan on it! Get comfortable with it!
• Rapid Instructional Design (RID) can minimize problems with changes
Rapid Instructional Design (RID) model is based on the concept that people learn more
from experience with feedback than from training materials and presentations. The
model replaces traditional media-heavy courses with activity-based courses that put
the learners in charge of their own learning and enable them to learn with and from
each other. -George M. Piskurich
HIGH IMPACT PRACTICES (AAC&U)
15. ADDIE + Rapid Instructional Design
7 principles of rapid instructional design you can use to accelerate the design
process and develop more effective learning programs:
1. Design using the four-phase learning cycle
The RID model is built on the four phases of the human learning process:
Preparation (arousing interest)
Presentation (encountering the new knowledge or skills)
Practice (integrating the new knowledge or skills)
Performance (applying the new knowledge or skills).
All phases must be present and in balance for learning to occur. Although 80% of instructional designs focus on
Presentation, this phase only contributes 20% of the actual learning. It is what the learner says and does that is
more important.
16. ADDIE + Rapid Instructional Design
7 principles of rapid instructional design you can use to accelerate the design
process and develop more effective learning programs:
2. Appeal to all learning styles
Make certain that the learning design appeals to all learning styles and sensory modes. Basing the design on
the SAVI (Somatic, Auditory, Visual, and Intellectual) model will improve everyone’s learning:
Somatic learning (learning by moving and doing)
Auditory (learning by talking and hearing)
Visual (learning by observing and picturing)
Intellectual (learning by problem solving and reflecting).
17. ADDIE + Rapid Instructional Design
7 principles of rapid instructional design you can use to accelerate the design
process and develop more effective learning programs:
3. Make your designs activity based
When designing a new learning program, don’t start with the materials and presentations you need to
create. Instead, determine the new activities the learners will need to engage in to be able to quickly pick
up the new knowledge and skill. Learners will gain far more from active experiences than they will ever
learn from presentations and materials, no matter how technologically sophisticated.
18. ADDIE + Rapid Instructional Design
7 principles of rapid instructional design you can use to accelerate the design
process and develop more effective learning programs:
4. Create a learning community
Rather than creating learning programs for isolated individuals, create your learning programs for
communities of learners. The more interconnectivity there is, the more intelligence. Linking is the essence
of intelligence, whether between neurons in the brain or learners in a learning community.
There is extensive research indicating that peer teaching is superior to any other form of instruction. Create
learning designs that let everyone in a learning community be a learner and a teacher at the same
time. When people take a measure of responsibility for each other’s learning success, everyone benefits.
19. ADDIE + Rapid Instructional Design
7 principles of rapid instructional design you can use to accelerate the design
process and develop more effective learning programs:
5. Alternate between physically active and physically passive learning activities
Physical learning activities: standing and talking, manipulating physical objects, acting out processes,
creating models or pictograms, putting on demonstrations, or engaging in a hands-on activity.
Physically passive learning activity: observing, thinking, reflecting, building mental models, listening to
presentations, or interacting with computers.
The constant back and forth rhythm between the physically active and the physically passive modes tends
to sustain people’s energy and improve their learning.
20. ADDIE + Rapid Instructional Design
7 principles of rapid instructional design you can use to accelerate the design
process and develop more effective learning programs:
6. Follow the 30/70 rule
Accelerated Learning Design tends to treat learners as creators of their own knowledge, meaning, and
skill. Make sure you design so that 30% or less is devoted to instructor or media presentations; and 70% or
more, to learner practice and integration activities.
Learning is not a spectator sport; it is a highly participative one. A good design gets the ball in the learner’s
court as often and for as long as possible.
21. ADDIE + Rapid Instructional Design
7 principles of rapid instructional design you can use
to accelerate the design process and develop more
effective learning programs:
7. Create a flexible, open-ended design
Learning programs designed with the traditional ISD model have tended to be rigid, prescriptive, and set in
stone. Particularly true of packaged and eLearning programs, they are often designed to be replicated over
and over again. Because of this inflexibility, it is difficult to modify them.
Rapid Instructional Design is a better fit for this ever-changing world. In today’s world, nothing stays the
same for very long. Programs need to be open-ended and responsive to change. With Rapid Instructional
Design, you can create flexible learning programs that are always works in progress and that are intended to
continually evolve and improve.
22. ADDIE + Rapid Instructional Design
RID = HIGH IMPACT
HIGH IMPACT PRACTICES (AAC&U)
• First-Year Seminars and Experiences
• Common Intellectual Experiences
• Learning Communities
• Writing-Intensive Courses
• Collaborative Assignments and Projects
• Undergraduate Research
• Diversity/Global Learning
• Service Learning, Community-Based Learning
• Internships
• Capstone Courses and Projects
23. What Is the role of the Instructional Designer at University of Wisconsin-Parkside?
Analyze, Design, Develop, Implement, and Assess high impact, agile learning experiences to engage,
educate and support the diverse populations we serve.
The Instructional Designer works with faculty to ensure curricular alignment from course objectives to learning
outcome assessments. Development of standards to ensure that courses and programs endorsed provide a rigorous
and engaging educational experience. The designer will collaborate with faculty to craft courses and programs that
reflect their own teaching and learning philosophies while considering new technologies and inventive teaching and
learning methods. Instructor voice is a central part of the learning experience and courses will be flexibly yet
purposefully designed to stabilize appropriate content while allowing for instructor customization and autonomy.
SUPPORT STUDENTS SUPPORT FACULTY SUPPORT THE ENTIRE EXPERIENCE
Instructional Designer-Role
24. I think that’s enough theory.
I better get to the point!
