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 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
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
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 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
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
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.
Instructional Systems Design (ISD) ADDIE 2.0Wong Yew Yip
If you design and develop learning solutions to meet the learning needs of your organization or you evaluate the suitability of training programs presented by learning providers/trainers, this brief on Instructional Systems Design (ISD) ADDIE 2.0 may be of interest to you.
Preparation of learning material and text book Level PhD Topic Understanding ...DrHafizKosar
Preparation of learning material and text book: Level PhD
Topic: Understanding Learners and Learning Needs
1. *--- Learner Analysis and Needs Assessment --*
Learner needs analysis is a critical step in instructional design and education, helping educators identify the specific requirements and preferences of learners to tailor their instruction accordingly. Several influential models and frameworks guide the process of learner needs analysis. Here are some noteworthy ones:
1. Maslow's Hierarchy of Needs
2. Bloom's Taxonomy
3.ADDIE Model
4. Dick and Carey Model
5. Kirkpatrick's Four Levels of Evaluation
6. Knirk and Gustafson Model
2. *---Individual Differences---*
Understanding learners and their learning needs is a crucial aspect of designing effective learning materials, taking into account the individual differences among learners.
1. Learning Styles
2. Cognitive Style
3. Prior Knowledge:
4. Motivation Levels
5. Cultural and Social Backgrounds
6. Age and Developmental Stage
7. Individual Pacing
8. Technology Proficiency
9. Feedback Mechanisms
10. Accessibility
11. Learning Preferences
12. Assessment Strategies
3. *---Multiple Intelligences---*
Understanding learners and their diverse learning needs is essential for effective learning material preparation. Howard Gardner's theory of Multiple Intelligences provides a valuable framework for recognizing and addressing the various ways individuals learn and process information. Here's a breakdown of how you can consider Multiple Intelligences when preparing learning materials:
1. Verbal-Linguistic Intelligenc
2. Mathematical Intelligence:
3. Visual-Spatial Intelligence
4. Musical-Rhythmic Intelligence
5. Bodily-kinesthetics’ Intelligence
6. Interpersonal Intelligence
7. Naturalistic Intelligence:
*---Learning Styles---*
Understanding learners and their learning needs is a crucial aspect of effective learning material preparation. Learning styles are individual preferences and approaches that learner use to acquire, process, and retain information. There are various learning style models, and one popular framework is the VARK model, which categorizes learners into Visual, Auditory, Reading/Writing, and Kinesthetic preferences. Here's how you can consider learning styles when preparing learning materials:
1. Assessment of Learning Styles
2. Multimodal Learning Materials
3. Flexible Delivery Formats
4. Engaging Activities
5. Adaptive Learning Technologies
6. Clear Instructions and Guidance
7. Feedback Mechanisms
8. Consider Cultural and Diversity Factors
9. Continuous Improvement
During my College Student Development course we were assigned to learn about a particular theory of our choosing to then teach the class. I chose to learn about Baxter Magolda's Epistemology Reflection.
I wrote this case study about the University of Puget Sound for my Private Liberal Arts Colleges course in the Spring of 2014. University of Puget Sound is nestled in the mountains of Tacoma, WA. This institution appealed to me for it's mission and high quality education it provides the students. I will be conducting a national search in the coming Spring of 2015 semester for my first position and will be looking at institutions along the West Coast as part of that search.
During the Spring 2014 semester I was enrolled in the Private Liberal Arts Colleges (PLAC) course. As part of our final project we prepared a case study on the PLAC of our choice. For my project I chose to focus on the University of Puget Sound located in Tacoma, Washington.
This presentation outlines a few of the big developments of technology and distance learning throughout the last two centuries. The development of distance education and new technology are presented hand in hand throughout the years.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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!
2. Efficiency
& Effectiveness
The origin of Instructional Design (ID)
dates back to the U.S. military during World War II in the
early 1940’s. The materials were based in the principles
of instruction, learning and human behavior. The
primary purposes were to assist in the
selection of candidates for the armed forces and to
train large numbers of troops. The focus of the
design was to meet the needs of learners through
the uses of:
• Analysis
• Design
• Evaluation
3. • Before launching in, recognize the
model’s as interconnected in nature.
Each model has built upon the
structure and idealism of the
predecessor.
• Making connections between past
models will allow you to better
understand the previous and current
structure of instructional design.
• It will also help in the conception of
upcoming movements in HIED today.
4. 1940’s
ConeofExperience
1950’s
Benjamin Bloom- Blooms Taxonomy
• A classification of the objectives that educators set for
students divided into three
"domains": cognitive, affective, and psychomotor.
Within the domains, learning at the higher levels is
dependent on having attained prerequisite knowledge
and skills at lower levels.
Edgar Dale- Cone of Experience
• A hierarchy of instructional methods and their
effectiveness in learner achievement.
BloomsTaxonomy
5. 1960’s 1970’s
Dick & Carey-Instructional Design
Model
• A systems view of instruction as opposed to
viewing instruction as a sum of isolated parts. The
model addresses instruction as an entire system,
focusing on the interrelationship between context,
content, learning and instruction.
Robert Gagné - 9 Events for Instruction
• A series of events which follow a systematic instructional
design process that share the behaviorist approach to
learning (focuses on the outcomes or behaviors of instruction
or training).
Instructional Design Model
9 Event for Instruction
6. The ADDIE Model
• Most current ID models are variations of this model or
incorporate it’s structure/ideas.
• Developed in 1975 at Florida State
University for the United States
Army.
• In 1997, J. J. G. Van Merrienboer
connected the idea that the ADDIE
model components can “plug and
play” with various other ID models.
• Because the model was designed through a
university a summative approach was infused in
order to evaluate the validity of the
learning/training theory.
• Instructional Designers using this model are
typically more concerned with actually
producing, leading to a
more formative approach in order to refine
goals and evolve strategies.
7. Backwards
DesignThis form of instructional design works backwards by
focusing on the learning outcomes and desired end
result as the first approach. After identifying an end goal
the process moves to identify how the instructor can
recognize student learning and finally how to create the
instructional experiences to engage students within the
learning.
details?
Need
more
8. Quality Matters
(click me for more)
• The Quality Matters Rubric has become the most widely used set of
standards for the design of online and blended courses at the college level.
• It is important to note; one rubric type is not better than another. Instead,
both serve unique purposes in education development and assessment.
Analytic Rubric
Analytic-
Rubrics that identify and assess
components of a finished
product.
Holistic- Rubrics that assess
student work as a whole.
What’s the
Difference?