Three Purposes of the Instructional Design ProcessMichael Payne
Three Purposes of the Instructional Design Process:
1. To identify the outcomes of the instruction
2. To guide the developing the instructional content (scope and sequence)
3. To establish how instructional effectiveness will be evaluated.
Instructional design – introduction [2018 update]leesha roberts
The presentation discusses:
What is instructional Design,
What are instructional design models
The ADDIE model
What are the components of an instructional problem
An Introduction To The Dick & Carey Instructional Design ModelLarry Weas
The nine basic steps (excluding Summative Evaluation) represent a set of procedures, which is referred to as the systems approach because it is made up of interacting components, each having its own input and output, which together produce predetermined products using the ADDIE process.
Designing Teaching: ASSURE
Check out:
Heinich, R., Molenda, M., & Russell, J. D., (1993). Instructional Media and The New
Technologies of Instruction. New York: Macmillan
Three Purposes of the Instructional Design ProcessMichael Payne
Three Purposes of the Instructional Design Process:
1. To identify the outcomes of the instruction
2. To guide the developing the instructional content (scope and sequence)
3. To establish how instructional effectiveness will be evaluated.
Instructional design – introduction [2018 update]leesha roberts
The presentation discusses:
What is instructional Design,
What are instructional design models
The ADDIE model
What are the components of an instructional problem
An Introduction To The Dick & Carey Instructional Design ModelLarry Weas
The nine basic steps (excluding Summative Evaluation) represent a set of procedures, which is referred to as the systems approach because it is made up of interacting components, each having its own input and output, which together produce predetermined products using the ADDIE process.
Designing Teaching: ASSURE
Check out:
Heinich, R., Molenda, M., & Russell, J. D., (1993). Instructional Media and The New
Technologies of Instruction. New York: Macmillan
A brief presentation comparing how instructional design differs from designing lessons as a teacher. Although the two fields share some things - and it would be good for each to know something about the other field - they have different skills and goals.
Presented online to a converged class at NJIT; video available at http://relayfiles.njit.edu/Converge/lipuma-4-8-15.mp4
Intended Learning Outcome for improving the Quality of higher EducationMd. Nazrul Islam
A Programme defines study or learning required to achieve an award or qualification
A Programme Specification is required by the QAA for each award or qualification and defines the threshold learning outcomes for the programme
A Programme comprises a number of modules each of which is separately assessed and earns credit when successfully completed
Using the outcomes model each Module Description defines the intended (threshold?) learning outcomes, the syllabus coverage and the assessment methods and criteria for the module.
Achievement of Module Learning Outcome should contribute to a student’s satisfaction with the programme learning outcomes
The students of the HEIs will be able to design their learning outcomes and the faculties will be able to improve the respective curriculum design and review by this procedure and at the same time, the standard of the question will also be improved.
A brief presentation comparing how instructional design differs from designing lessons as a teacher. Although the two fields share some things - and it would be good for each to know something about the other field - they have different skills and goals.
Presented online to a converged class at NJIT; video available at http://relayfiles.njit.edu/Converge/lipuma-4-8-15.mp4
Intended Learning Outcome for improving the Quality of higher EducationMd. Nazrul Islam
A Programme defines study or learning required to achieve an award or qualification
A Programme Specification is required by the QAA for each award or qualification and defines the threshold learning outcomes for the programme
A Programme comprises a number of modules each of which is separately assessed and earns credit when successfully completed
Using the outcomes model each Module Description defines the intended (threshold?) learning outcomes, the syllabus coverage and the assessment methods and criteria for the module.
Achievement of Module Learning Outcome should contribute to a student’s satisfaction with the programme learning outcomes
The students of the HEIs will be able to design their learning outcomes and the faculties will be able to improve the respective curriculum design and review by this procedure and at the same time, the standard of the question will also be improved.
HOW TO CREATE YOUR E-LEARNING SITE LIKE UDEMYUtibeNseAkpan
The Introduction provides an overview of e-Learning and its benefits. It sets the stage for the rest of the book by defining what e-Learning is and why it is important to consider creating an e-Learning site. It also highlights the potential benefits of having an e-Learning site, such as increased accessibility and convenience for learners.Udemy, Coursera, SkillShare, and other E-learning sites better be ready with the competition from Quarsi CoursePro.
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ADHE 329 Assignment #2Page 1 of 11Assignment 2 TemplateM.docxgalerussel59292
ADHE 329 Assignment #2 Page 1 of 11
Assignment 2 Template
Marking criteria
Needs Assessment
Overall strategy and rationale
PCs: sources of information and research methods; appropriateness of collection procedure
DCs: sources; who decides? (values/power)
/10
Capabilities
PC/DC pairs: explicit and clear; ascribed vs felt; timing; settling disputes
Priority: criteria (importance and feasibility); appropriateness (who decides?)
/5
Goals and Objectives:
General goal(s)
List of specific learning objectives
Rationale: link between objectives and goal; choice of format
Types of learning: specified and explained
Summary of needs and objectives (e.g. worksheet)
/5
Reflection and Insights:
Conclusion
Evidence of research, appraisal of resources
Insights/observations on program planning
/5
Presentation/Organization/Style:
Grammar, Syntax, Typos, Spelling
Paragraph/Sentence Structure ("readability")
Headings and Subheading ("organization")
Footnotes, References, Bibliography
Punctuality
/5
Total:
/30
Assignment #2
Justify, Focus Planning, and Clarify Intentions
This assignment should distinguish between the following two ideas:
process (a needs assessment) and
the products of that process (PCs, DCs, program goals, learning objectives).
I. Consider Your Reflections:
What are your reflections on and revisions for Assignment #1?
II. Justify and Focus Planning:
a. What is the general strategy you would employ to assess the needs of the learner community identified in Assignment #1, and how do you justify this/these strategies over others (explain specifically referring to the factors in your context that make this a good choice).
1. Are your descriptions and rationale thorough, clear, and justified? Why you have chosen this particular approach over other possibilities?
2. What characteristics of the organizational context and learner community are especially important to consider in developing your needs assessment? What factors in your context affected your choice of strategy? Are there any ethical/political/social ramifications?
3. Determining the present capabilities (PCs) – questions to consider:
1. What are the sources of information you will access? Explain your choices.
1. How appropriate are the collection procedures you have chosen for your context/ learner community?
1. Have you considered how the data will be used and whether it is necessary?
4. Determining the desired capabilities (DCs) – questions to consider:
1. What are the sources of information you will access? Explain your choices.
1. How will the desired capabilities be determined and by whom?
1. Have you considered and made explicit the underlying value / power systems influencing decisions about DCs?
1. How do you prioritize your list of needs statements?
c. Provide a comprehensive set of need statements (pairs of PCs / DCs)
1. Are they explicit, clear, in accordance with guidelines and did you consider ascribed versus felt needs?
2. Who will be respo.
ADHE 329 Assignment #2Page 1 of 11Assignment 2 TemplateM.docxbobbywlane695641
ADHE 329 Assignment #2 Page 1 of 11
Assignment 2 Template
Marking criteria
Needs Assessment
Overall strategy and rationale
PCs: sources of information and research methods; appropriateness of collection procedure
DCs: sources; who decides? (values/power)
/10
Capabilities
PC/DC pairs: explicit and clear; ascribed vs felt; timing; settling disputes
Priority: criteria (importance and feasibility); appropriateness (who decides?)
/5
Goals and Objectives:
General goal(s)
List of specific learning objectives
Rationale: link between objectives and goal; choice of format
Types of learning: specified and explained
Summary of needs and objectives (e.g. worksheet)
/5
Reflection and Insights:
Conclusion
Evidence of research, appraisal of resources
Insights/observations on program planning
/5
Presentation/Organization/Style:
Grammar, Syntax, Typos, Spelling
Paragraph/Sentence Structure ("readability")
Headings and Subheading ("organization")
Footnotes, References, Bibliography
Punctuality
/5
Total:
/30
Assignment #2
Justify, Focus Planning, and Clarify Intentions
This assignment should distinguish between the following two ideas:
process (a needs assessment) and
the products of that process (PCs, DCs, program goals, learning objectives).
I. Consider Your Reflections:
What are your reflections on and revisions for Assignment #1?
II. Justify and Focus Planning:
a. What is the general strategy you would employ to assess the needs of the learner community identified in Assignment #1, and how do you justify this/these strategies over others (explain specifically referring to the factors in your context that make this a good choice).
1. Are your descriptions and rationale thorough, clear, and justified? Why you have chosen this particular approach over other possibilities?
2. What characteristics of the organizational context and learner community are especially important to consider in developing your needs assessment? What factors in your context affected your choice of strategy? Are there any ethical/political/social ramifications?
3. Determining the present capabilities (PCs) – questions to consider:
1. What are the sources of information you will access? Explain your choices.
1. How appropriate are the collection procedures you have chosen for your context/ learner community?
1. Have you considered how the data will be used and whether it is necessary?
4. Determining the desired capabilities (DCs) – questions to consider:
1. What are the sources of information you will access? Explain your choices.
1. How will the desired capabilities be determined and by whom?
1. Have you considered and made explicit the underlying value / power systems influencing decisions about DCs?
1. How do you prioritize your list of needs statements?
c. Provide a comprehensive set of need statements (pairs of PCs / DCs)
1. Are they explicit, clear, in accordance with guidelines and did you consider ascribed versus felt needs?
2. Who will be respo.
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.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
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 Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
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.
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.
Cambridge International AS A Level Biology Coursebook - EBook (MaryFosbery J...
Instructional design
1.
2. What is Instructional
Design?
A Science
The science of creating detailed specifications for the
development, implementation, evaluation, and maintenance
of situations that facilitate the learning of both large and small
units of subject matter at all levels of complexity.
A Discipline:
The branch of knowledge concerned with research and
theory about instructional strategies and the process for
developing and implementing those strategies.
A Process:
The systematic development of instructional specifications
using learning and instructional theory to ensure the quality of
instruction…the entire process of analysis of learning needs
and goals and the development of a delivery system to meet
those needs. It includes development of instructional 2
3. What is Instructional
Design?
Instructional Design allows you to
analyze the learning needs of an
end-user and develop a course
that will allow you to meet its
objectives. These needs can be for
varied audiences, and at each
point you need to ensure that you
are meeting these requirements.
3
4. Instructional Systems
Design
After the Second World
War, the U.S. military
was looking for a
systematic way of
creating training
programs quickly and
efficiently. These
efforts resulted in the
development of some
basic Instructional
Systems Design (ISD)
models, which were
taught at the Florida
State University.
4
13. Instructional Design
Process
Analyze Design Develop Implement Evaluate
Determine the
problem
Define course
goals
Analyze
audience
Analyze the
tasks
Identify
conditions and
constraints
Review past
experiences
Translate
course goals
into objectives
Determine
topics to be
covered and
time
Choose most
appropriate
delivery method
Identify
instructional
strategies
Identify
assessment
strategies
Develop an
outline
Build course
structure
Content creation
Visual,
handouts,
resources
Review existing
materials and
repurpose
Expectations
Initiate
instruction
Interaction
Formative
evaluation
Summative
evaluation
External
evaluations
Personal
reflection
Ideas for
improvements
A D D I E
13
15. Analysis
Task analysis The purpose of a task analysis is to determine
exactly what learners need to know in order to
achieve a certain goal that has been set for them.
It helps to decide:
Content areas
Sequence of instruction
Method of teaching
Audience Analysis is finding out relevant
information about the learners for whom the
training is being developed. Audience analysis
helps to:
Determine the current ability of the learners
Spot learner characteristics
Make decisions about how to teach
effectively
Content Depth and Complexity
Examples/Scenarios
Method of Instruction
Tone/Language Used
Feedback Style
Audience analysis
15
16. How to do task analysis?
List tasks.
Break down tasks into smaller subtasks.
List the conditions and performance standards
under which tasks are performed.
Categorize tasks as prerequisite/Entry tasks,
Main tasks, Advanced tasks.
16
17. How to do audience analysis?
Who is my audience – teachers/ students ?
Why would they need/read this content?
Is it really going to be useful when compared
with the books or what edge does it provide to
the learner?
Do you know of the prior knowledge of the
learner?
Have you thought how computer savvy they
are? 17
18. Other Analysis
Needs Assessment: The purpose of a needs
assessment is to answer the following questions:
• What is the problem?
• What is the need/learning gap?
• Is an instructional solution required?
Context Analysis: The purpose of a context
analysis is to examine the conditions in which the
learner works, such as the technology used in the
workplace, physical location, tools, or job aids.
18
20. o Select a chapter from your
subject
o Plan broadly the tasks to be
done under each stage of
ADDIE
20
Exercise
Editor's Notes
Robert Glaser, an eminent scholar, first used the term instructional design in 1962. The phrase systematic development implies that instructional design is a series of tasks or steps. Instructional design provides a valuable framework for effective instruction that understands the needs of the student, creates instruction specifications, and evaluates whether the instruction is effective.The second key phrase, learning and instructional theory, is about how people learn and the appropriate instructional strategies for different people. Research in these areas has lead to a rich reservoir of theories and knowledge that supports instructional design.
Instructional Systems Design (ISD) is the methodology used for the systematic development of courses, which might be ILTs, or CBTs, or WBTs.
ISD Models are guidelines or sets of strategies on which the approaches to teaching by instructors are based. Effective instructional models are based on learning theories. Learning Theories describe the ways that theorists believe people learn new ideas and concepts. Often, they explain the relationship between information we already know and the new information we are trying to learn. Instructional theories also play an important role in the design of instructional materials. Theories such as behaviorism, constructivism, social learning and cognitivism helps in shaping and defining the outcomes of instructional materials.While there are several dozens of ISD models, they are all based on the widely accepted ADDIE model.
The ADDIE model is the generic process traditionally used by instructional designers and training developers. It is an Instructional Systems Design (ISD) model used predominantly. Most of the current instructional design models are spin-offs or variations of the ADDIE model. Other models include the ARCS (Attention, Relevance, Confidence, and Satisfaction), rapid prototyping, Dick & Carey and Kemp ISD models. In the ADDIE model, each step has an outcome that feeds into the subsequent step.Analysis > Design > Development > Implementation > Evaluation
The process of defining WHAT is to be learned and by WHOMQuestions to be considered at this stage:Who are the learners? What are their ages, cultural backgrounds, past experiences, interests, educational goals, etc.?What are the needs of the learners?What are the skills, knowledge, attitudes and/or behaviours that need to be learned?What are the current instructional strategies being employed? What needs to be improved upon, added, clarified, etc.?What are the instructional goals of the project?What are the delivery options? What will the learning environment be like? Will it be face-to-face or online or blended? If online, what might be the differences between web-based and classroom-based learning?What constraints might limit the scope of your project (e.g. timeframe, human resources, financial support, technical skills, technical resources, technical support, etc.)?
The process of specifying HOW it is to be learnedQuestions to be considered at this stage:What types of media do you want to use (e.g. graphics / video / audio)? Will you create these materials yourself or will you have them done by someone else?What resources do you have at your disposal to complete the project?What type of activities will you create: individual, interactive, collaborative, etc.?What pedagogical approach will you use in designing your project (e.g. behaviourist, constructivist, etc.)?How will you sequence the various activities of your project? Will you set up the project as one task or several tasks staggered over time? Will you divide the learning activities into units, lessons, modules, etc.? Will the content progress from simple to complex?What cognitive skills are required of the students to meet the learning goals of the project? How will you determine which methods / media / environment will best allow students to develop these cognitive skills?What skills do you expect the learners to have acquired after completing each activity? What method will you use to determine whether students have acquired the desired competencies?What does the project look like on paper? Would creating a concept map help you see how the learning activities match up with the learning objectives of the project?In the case of an online project, what type of user-interface do you want? What will be the “look and feel” of the site?How will learners determine whether or not they understand the material? What mechanism will you design to provide feedback to learners?How will you ensure that your project’s activities appeal to students with different interests and learning styles? Will you use a variety of delivery options or types of media?What exactly is the “content” of the project?
The process of developing the learning materialsQuestions to be considered at this stage:Are you on schedule with respect to the creation of materials?Are the team members working together in an effective manner?Is each member fulfilling his/her responsibilities in terms of the production of materials?Do the newly produced materials function as expected?
The process of delivering the project to “ real ” studentsQuestions to be considered at this stage:What information might you want to record as you observe students engaging with the learning materials for the first time?When you first introduce the materials to instructors, do they appear interested? Enthusiastic? Resistant? Critical?During the training session for instructors, do instructors catch on quickly or do they encounter unforeseen problems?How will you react to “bugs” (i.e. when you present activities to students and they do not go as planned)?Do you have a “back up” in case of technical or other problems?Will you start with a small-scale or large-scale implementation?When you first introduce the materials to a group of students, do they require constant guidance or can they work independently ?
The process of determining the effectiveness and efficiency of the instruction. Formative evaluation takes place at each stage of the project, while summative evaluation occurs upon full implementation of the project. Note that formative evaluation takes place at each stage of the project, while summative evaluation occurs upon full implementation of the projectQuestions to be considered at this stage:What factors / criteria will you use to determine the effectiveness of the project (e.g. development of higher-order problem-solving skills, increased motivation, improved learning, etc.)?How and when will you collect data relating to the overall effectiveness of the project?How will you analyze the feedback collected from students?How will you decide whether or not you need to revise any aspects of the project before full implementation?How will you measure the content validity and reliability of the project?How will you assess whether the instructions are clear?How will you assess the reaction of learners to the instructional materials?To whom will you submit a report outlining the results of the evaluation?
The purpose of a task analysis is to determine exactly what learners need to know in order to achieve a certain goal that has been set for them. It helps you decide:Content areasSequence of instruction Method of teaching
Motivate the participants to present their plan and discuss on the pros and cons of the plan
