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
The document discusses key aspects of instructional design including:
1. It outlines various instructional design models such as ADDIE, Dick and Carey, and Understanding by Design that provide frameworks for developing effective instruction.
2. Core components of instructional design models are identified as needs analysis, defining objectives, designing instructional strategies, and evaluating outcomes.
3. Effective instructional design considers learner characteristics, ties content to learner experiences, and builds positive expectations for success.
This document discusses instructional design and its basic principles. It defines instructional design as a systematic process of developing instructional materials to ensure quality learning. The key phases of instructional design models are analysis, design, development, implementation, and evaluation. Following a systematic model helps identify learning needs, develop appropriate content and delivery methods, implement the instructional program, and evaluate learning outcomes.
Open Educational Resources (OER) refer to teaching and learning materials that can be freely used and reused without needing permission. OER have few or no restrictions from copyright and are defined by UNESCO and other organizations. Creative Commons licenses are commonly used to share OER by allowing free use, adaptation and distribution with requirements for attribution. OER initiatives aim to foster awareness and use of open resources to help meet education goals like those in the UN's Sustainable Development Agenda. Major OER repositories and initiatives provide open textbooks, courseware, videos and other materials to support open teaching practices.
Instructional media encompasses all materials and physical means an instructor uses to implement instruction and facilitate learning objectives. It includes traditional materials like chalkboards, handouts, charts, slides, and overheads as well as newer technologies like computers, DVDs, CD-ROMs, the Internet, and interactive video conferencing. The different types of instructional media can be categorized as visual, auditory, and interactive materials.
Gagné's nine events of instruction provide a systematic framework for designing effective instruction. The nine events include gaining attention, informing learners of objectives, stimulating recall of prior learning, presenting the content, providing learning guidance, eliciting performance, providing feedback, assessing performance, and enhancing retention and transfer. While the framework is simple to follow, some argue it could lead to overdependence on guidance. The nine events also require significant development time and may restrict creativity and learner involvement. Overall, the framework provides a basic recipe for instruction but requires adaptation based on content, learners, and goals.
Educational technology refers to how people use inventions and discoveries to satisfy educational needs and desires in learning. It involves applying a complex, integrated process to analyze and solve problems in human learning. Specifically, educational technology is a field that applies scientific findings and methods to facilitate the learning process through curriculum, instructional design, learning environments, and teaching/learning theories. Related terms like technology in education, instructional technology, technology integration, and educational media are associated with educational technology but not entirely synonymous.
Important & effective teaching methods and techniquesMunish Kumar
The document discusses various teaching methods and strategies. It describes teacher-centered vs. student-centered approaches and high-tech vs. low-tech material use. It provides examples of different teaching methods like inquiry-based learning and personalized learning. It also outlines 10 evidence-based teaching strategies supported by research like clear lesson goals, questioning, feedback, and active learning. Principles for effective teaching are proposed, including developing student-faculty contact, cooperation among students, active learning, prompt feedback, and respect for diverse talents.
The document discusses key aspects of instructional design including:
1. It outlines various instructional design models such as ADDIE, Dick and Carey, and Understanding by Design that provide frameworks for developing effective instruction.
2. Core components of instructional design models are identified as needs analysis, defining objectives, designing instructional strategies, and evaluating outcomes.
3. Effective instructional design considers learner characteristics, ties content to learner experiences, and builds positive expectations for success.
This document discusses instructional design and its basic principles. It defines instructional design as a systematic process of developing instructional materials to ensure quality learning. The key phases of instructional design models are analysis, design, development, implementation, and evaluation. Following a systematic model helps identify learning needs, develop appropriate content and delivery methods, implement the instructional program, and evaluate learning outcomes.
Open Educational Resources (OER) refer to teaching and learning materials that can be freely used and reused without needing permission. OER have few or no restrictions from copyright and are defined by UNESCO and other organizations. Creative Commons licenses are commonly used to share OER by allowing free use, adaptation and distribution with requirements for attribution. OER initiatives aim to foster awareness and use of open resources to help meet education goals like those in the UN's Sustainable Development Agenda. Major OER repositories and initiatives provide open textbooks, courseware, videos and other materials to support open teaching practices.
Instructional media encompasses all materials and physical means an instructor uses to implement instruction and facilitate learning objectives. It includes traditional materials like chalkboards, handouts, charts, slides, and overheads as well as newer technologies like computers, DVDs, CD-ROMs, the Internet, and interactive video conferencing. The different types of instructional media can be categorized as visual, auditory, and interactive materials.
Gagné's nine events of instruction provide a systematic framework for designing effective instruction. The nine events include gaining attention, informing learners of objectives, stimulating recall of prior learning, presenting the content, providing learning guidance, eliciting performance, providing feedback, assessing performance, and enhancing retention and transfer. While the framework is simple to follow, some argue it could lead to overdependence on guidance. The nine events also require significant development time and may restrict creativity and learner involvement. Overall, the framework provides a basic recipe for instruction but requires adaptation based on content, learners, and goals.
Educational technology refers to how people use inventions and discoveries to satisfy educational needs and desires in learning. It involves applying a complex, integrated process to analyze and solve problems in human learning. Specifically, educational technology is a field that applies scientific findings and methods to facilitate the learning process through curriculum, instructional design, learning environments, and teaching/learning theories. Related terms like technology in education, instructional technology, technology integration, and educational media are associated with educational technology but not entirely synonymous.
Important & effective teaching methods and techniquesMunish Kumar
The document discusses various teaching methods and strategies. It describes teacher-centered vs. student-centered approaches and high-tech vs. low-tech material use. It provides examples of different teaching methods like inquiry-based learning and personalized learning. It also outlines 10 evidence-based teaching strategies supported by research like clear lesson goals, questioning, feedback, and active learning. Principles for effective teaching are proposed, including developing student-faculty contact, cooperation among students, active learning, prompt feedback, and respect for diverse talents.
A learning management system (LMS) is software that helps plan, implement, and assess learning processes. It allows teachers to provide tailored instruction digitally and track student performance. Key benefits of an LMS include improved communication, accessibility of course content anytime from anywhere, flexibility for students to learn at their own pace, and opportunities for collaboration through shared tools. When choosing an LMS, considerations include its purpose, cost, available tools, design, and technical support. Common examples are Blackboard, Desire2Learn, Edmodo, Google Sites, Moodle, and Schoology.
BED 110: Teaching Competency :III: Practice lessons and Introduction to Inte...DrVikasSTupsundar
1) The document provides an orientation for the BED 110 course which focuses on practice lessons and introduction to internship.
2) It discusses the objectives and importance of practice lessons, which allow student teachers to gain experience teaching before entering the profession.
3) The introduction to internship component aims to develop teacher perspectives, capacities, and skills through engagement with schools. Students will observe lessons, develop lesson plans, assist teachers, and conduct two lessons of their own.
This document discusses the use of information and communication technology (ICT) in education. It notes that ICT enhances learning and teaching by developing understanding, extending access to information, and enhancing inquiry, development of ideas, and communication of ideas. ICT can be used to support, enhance, and extend teaching and learning. Using ICT is said to increase reasoning, problem solving, learning skills, creativity, attention, and cooperation between teachers and students. The document also discusses how ICT allows students to be collaborators and creators rather than just recipients of information.
Instructional media refers to any devices or materials used in the teaching and learning process to support planned instruction. It includes electronic media, projected materials like slides, and non-projected materials like diagrams, real objects, and handouts. Instructional media benefits learning by gaining and holding attention, presenting objectives, supporting examples, and facilitating understanding. It plays key roles in helping learners articulate knowledge and reflect on learning. While teachers remain important, instructional media can effectively support the learning process when used as a supplementary tool.
The document discusses various teaching methods including lectures, demonstrations, laboratory methods, and heuristic methods. It provides details on how each method should be implemented, their advantages and disadvantages. For example, it states that lectures allow for imparting information efficiently to large groups but don't promote active learning, while demonstrations and laboratory methods engage students directly but require more resources. The heuristic method places students in the role of discoverers to learn through exploration rather than just being told information.
The document discusses various teaching and learning strategies. It defines traditional and modern concepts of teaching, as well as learning. It then describes strategies such as lectures, discussions, question-answer methods, cooperative learning and assignments. For each strategy, it outlines the key aspects, advantages and disadvantages. The goal is to provide an overview of different approaches to enhance the teaching and learning process.
The aims and objectives of this presentation is to identify different learning styles
To explore how interactive teaching strategies support all learners
To share practical ideas for whole class teaching
This document discusses different approaches to curriculum development, specifically the traditional vs progressive approaches.
The traditional approach focuses on mastery of facts and concepts through memorization and drill. Knowledge is viewed as objective and value-free. Teachers follow step-by-step manuals.
The progressive approach emphasizes relevant content and student interaction with the world to find meaning. It views knowledge as more than just products to be mastered. Students establish meaning through understanding rather than just memorizing content. Curriculum involves interaction between teachers, students, and content to facilitate learning and meaning making.
The document evaluates both approaches and argues that a progressive orientation linked to life situations could yield a more thoughtful curriculum planning approach for a theological institution, compared
John keller's arcs model of motivational design - PPTArun Joseph
The document discusses John Keller's ARCS Model of Motivational Design, which is a prescriptive model for motivating learners. The ARCS model focuses on gaining Attention through perceptual or inquiry arousal, ensuring Relevance by emphasizing how the learning relates to the learner's experiences and goals, building Confidence through clear objectives and meaningful successes, and providing Satisfaction through opportunities to apply skills and receive feedback. The model aims to engage and motivate learners at each stage of the instructional design process.
This document discusses collaborative teaching and learning strategies that are useful for teaching science. It begins by outlining features of collaborative learning such as intentional design, co-laboring, and meaningful learning. It then describes different types of collaborative groups and methods for assigning group membership, including random selection, student selection, and instructor determined groups. The document proceeds to describe six specific collaborative teaching strategies: Give One-Get One, Say Something, Note-Taking Pairs, Structured Problem Solving, and Group Investigation. Each strategy is explained in detail outlining the procedure and steps involved.
This document discusses different theories of curriculum. It begins by explaining the concept of theory in general and debates around the "received view" of scientific theory. It then examines different approaches to curriculum theory, including their functions of description, prediction, explanation and guidance. The document also analyzes different frameworks for classifying curriculum theories, such as focusing on their structure, values, content or processes. Specific theorists are discussed, such as Macdonald who viewed curriculum as a social system, and Apple who analyzed the relationship between society and schools through the concept of hegemony.
The document discusses the purpose and importance of establishing learning resource centers. It outlines that learning resource centers aim to advance student and teacher learning by providing a variety of information resources and learning methods. The centers support modern learning approaches by giving a greater focus to the learner's role and evaluating mechanisms to ensure the centers are an integral part of the educational process. A key goal of the centers is to amalgamate resources, technologies, and educational practices to create a suitable environment for learning. The success of the centers depends on engaging modern learning methods with a focus on learner-centered approaches.
This document discusses problem-based learning (PBL). It defines PBL as a student-centered learning approach where students learn through solving open-ended problems. Key features of PBL include using real-world problems to initiate learning, not providing all information up front, and requiring students to work in groups to identify resources and solve problems. The document also outlines uses, advantages, and disadvantages of PBL, noting it improves problem-solving skills but requires significant time and guidance from teachers.
The document discusses child-centered education and problem-based learning (PBL). It states that children learn best when active and engaged in various experiences. PBL consists of carefully designed problems that challenge students to problem solve, develop self-directed learning and team skills, and build disciplinary knowledge. In PBL, students pursue solutions to authentic problems by asking questions, debating ideas, designing experiments, analyzing data, drawing conclusions, and communicating their findings. When using PBL, students develop higher-order thinking skills needed to solve similar problems in the future. Effective PBL problems are selected to accomplish learning objectives, create an appealing storyline, and prompt student curiosity.
[Curriculum development] Roles of Technology in Curriculum DevelopmentAnna Macapagal
The document discusses how technology can enhance education by providing various tools for learning, including non-projected media like real objects and models, as well as projected media like videos and computer presentations. It notes some criteria for selecting appropriate technological tools, including practicality, appropriateness for learners, and matching objectives. The document also outlines how technology can upgrade teaching and learning quality in schools, increase teachers' effectiveness, broaden education delivery through non-traditional approaches, and revolutionize education through paradigm shifts to student-centered learning.
This document discusses curriculum design and related concepts. It defines curriculum as the deliberate design of the total school experience to produce an educational effect. Curriculum involves setting boundaries on what is taught, organizing educational experiences, and relating content to the learner, society, and subject matter. Effective curriculum design provides both structure and flexibility for teachers to exercise professional judgment in how content is taught.
This document provides a guide for using film in schools, covering several areas:
- Film can be used across many subjects to engage students, from using clips to stimulate writing to making documentaries in history.
- Both film viewing and filmmaking can be done manageably with basic equipment and short projects.
- Film contributes to broader outcomes like improving behavior, attendance, and building workplace skills.
- The guide offers advice on procurement, spaces, legal issues, and partners for film education.
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.
This document provides an overview of the topics that will be covered in an advanced instructional design course over the first two weeks. The course will focus on critical thinking skills for instructional design, including analyzing instruction, generating purposes and questions, using information, making inferences, and determining assumptions and implications. It will also cover the basic elements of thought and logic. The document defines key terms related to instructional design, learning theory, and instructional development models. It discusses systems theory, behaviorism, cognitivism, constructivism and other learning theories. It also addresses categories of learning outcomes, objectives, standards, and issues related to instructional design and student learning.
A learning management system (LMS) is software that helps plan, implement, and assess learning processes. It allows teachers to provide tailored instruction digitally and track student performance. Key benefits of an LMS include improved communication, accessibility of course content anytime from anywhere, flexibility for students to learn at their own pace, and opportunities for collaboration through shared tools. When choosing an LMS, considerations include its purpose, cost, available tools, design, and technical support. Common examples are Blackboard, Desire2Learn, Edmodo, Google Sites, Moodle, and Schoology.
BED 110: Teaching Competency :III: Practice lessons and Introduction to Inte...DrVikasSTupsundar
1) The document provides an orientation for the BED 110 course which focuses on practice lessons and introduction to internship.
2) It discusses the objectives and importance of practice lessons, which allow student teachers to gain experience teaching before entering the profession.
3) The introduction to internship component aims to develop teacher perspectives, capacities, and skills through engagement with schools. Students will observe lessons, develop lesson plans, assist teachers, and conduct two lessons of their own.
This document discusses the use of information and communication technology (ICT) in education. It notes that ICT enhances learning and teaching by developing understanding, extending access to information, and enhancing inquiry, development of ideas, and communication of ideas. ICT can be used to support, enhance, and extend teaching and learning. Using ICT is said to increase reasoning, problem solving, learning skills, creativity, attention, and cooperation between teachers and students. The document also discusses how ICT allows students to be collaborators and creators rather than just recipients of information.
Instructional media refers to any devices or materials used in the teaching and learning process to support planned instruction. It includes electronic media, projected materials like slides, and non-projected materials like diagrams, real objects, and handouts. Instructional media benefits learning by gaining and holding attention, presenting objectives, supporting examples, and facilitating understanding. It plays key roles in helping learners articulate knowledge and reflect on learning. While teachers remain important, instructional media can effectively support the learning process when used as a supplementary tool.
The document discusses various teaching methods including lectures, demonstrations, laboratory methods, and heuristic methods. It provides details on how each method should be implemented, their advantages and disadvantages. For example, it states that lectures allow for imparting information efficiently to large groups but don't promote active learning, while demonstrations and laboratory methods engage students directly but require more resources. The heuristic method places students in the role of discoverers to learn through exploration rather than just being told information.
The document discusses various teaching and learning strategies. It defines traditional and modern concepts of teaching, as well as learning. It then describes strategies such as lectures, discussions, question-answer methods, cooperative learning and assignments. For each strategy, it outlines the key aspects, advantages and disadvantages. The goal is to provide an overview of different approaches to enhance the teaching and learning process.
The aims and objectives of this presentation is to identify different learning styles
To explore how interactive teaching strategies support all learners
To share practical ideas for whole class teaching
This document discusses different approaches to curriculum development, specifically the traditional vs progressive approaches.
The traditional approach focuses on mastery of facts and concepts through memorization and drill. Knowledge is viewed as objective and value-free. Teachers follow step-by-step manuals.
The progressive approach emphasizes relevant content and student interaction with the world to find meaning. It views knowledge as more than just products to be mastered. Students establish meaning through understanding rather than just memorizing content. Curriculum involves interaction between teachers, students, and content to facilitate learning and meaning making.
The document evaluates both approaches and argues that a progressive orientation linked to life situations could yield a more thoughtful curriculum planning approach for a theological institution, compared
John keller's arcs model of motivational design - PPTArun Joseph
The document discusses John Keller's ARCS Model of Motivational Design, which is a prescriptive model for motivating learners. The ARCS model focuses on gaining Attention through perceptual or inquiry arousal, ensuring Relevance by emphasizing how the learning relates to the learner's experiences and goals, building Confidence through clear objectives and meaningful successes, and providing Satisfaction through opportunities to apply skills and receive feedback. The model aims to engage and motivate learners at each stage of the instructional design process.
This document discusses collaborative teaching and learning strategies that are useful for teaching science. It begins by outlining features of collaborative learning such as intentional design, co-laboring, and meaningful learning. It then describes different types of collaborative groups and methods for assigning group membership, including random selection, student selection, and instructor determined groups. The document proceeds to describe six specific collaborative teaching strategies: Give One-Get One, Say Something, Note-Taking Pairs, Structured Problem Solving, and Group Investigation. Each strategy is explained in detail outlining the procedure and steps involved.
This document discusses different theories of curriculum. It begins by explaining the concept of theory in general and debates around the "received view" of scientific theory. It then examines different approaches to curriculum theory, including their functions of description, prediction, explanation and guidance. The document also analyzes different frameworks for classifying curriculum theories, such as focusing on their structure, values, content or processes. Specific theorists are discussed, such as Macdonald who viewed curriculum as a social system, and Apple who analyzed the relationship between society and schools through the concept of hegemony.
The document discusses the purpose and importance of establishing learning resource centers. It outlines that learning resource centers aim to advance student and teacher learning by providing a variety of information resources and learning methods. The centers support modern learning approaches by giving a greater focus to the learner's role and evaluating mechanisms to ensure the centers are an integral part of the educational process. A key goal of the centers is to amalgamate resources, technologies, and educational practices to create a suitable environment for learning. The success of the centers depends on engaging modern learning methods with a focus on learner-centered approaches.
This document discusses problem-based learning (PBL). It defines PBL as a student-centered learning approach where students learn through solving open-ended problems. Key features of PBL include using real-world problems to initiate learning, not providing all information up front, and requiring students to work in groups to identify resources and solve problems. The document also outlines uses, advantages, and disadvantages of PBL, noting it improves problem-solving skills but requires significant time and guidance from teachers.
The document discusses child-centered education and problem-based learning (PBL). It states that children learn best when active and engaged in various experiences. PBL consists of carefully designed problems that challenge students to problem solve, develop self-directed learning and team skills, and build disciplinary knowledge. In PBL, students pursue solutions to authentic problems by asking questions, debating ideas, designing experiments, analyzing data, drawing conclusions, and communicating their findings. When using PBL, students develop higher-order thinking skills needed to solve similar problems in the future. Effective PBL problems are selected to accomplish learning objectives, create an appealing storyline, and prompt student curiosity.
[Curriculum development] Roles of Technology in Curriculum DevelopmentAnna Macapagal
The document discusses how technology can enhance education by providing various tools for learning, including non-projected media like real objects and models, as well as projected media like videos and computer presentations. It notes some criteria for selecting appropriate technological tools, including practicality, appropriateness for learners, and matching objectives. The document also outlines how technology can upgrade teaching and learning quality in schools, increase teachers' effectiveness, broaden education delivery through non-traditional approaches, and revolutionize education through paradigm shifts to student-centered learning.
This document discusses curriculum design and related concepts. It defines curriculum as the deliberate design of the total school experience to produce an educational effect. Curriculum involves setting boundaries on what is taught, organizing educational experiences, and relating content to the learner, society, and subject matter. Effective curriculum design provides both structure and flexibility for teachers to exercise professional judgment in how content is taught.
This document provides a guide for using film in schools, covering several areas:
- Film can be used across many subjects to engage students, from using clips to stimulate writing to making documentaries in history.
- Both film viewing and filmmaking can be done manageably with basic equipment and short projects.
- Film contributes to broader outcomes like improving behavior, attendance, and building workplace skills.
- The guide offers advice on procurement, spaces, legal issues, and partners for film education.
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.
This document provides an overview of the topics that will be covered in an advanced instructional design course over the first two weeks. The course will focus on critical thinking skills for instructional design, including analyzing instruction, generating purposes and questions, using information, making inferences, and determining assumptions and implications. It will also cover the basic elements of thought and logic. The document defines key terms related to instructional design, learning theory, and instructional development models. It discusses systems theory, behaviorism, cognitivism, constructivism and other learning theories. It also addresses categories of learning outcomes, objectives, standards, and issues related to instructional design and student learning.
This document summarizes key concepts about e-learning design from the book E-Learning by Design by William Horton. It defines e-learning as using technology for learning experiences. There are varieties of e-learning like standalone courses, simulations, mobile learning, and social learning. Design involves planning instruction, while development is implementation. Instructional design is the process of planning learning by applying learning principles. Various design perspectives and influences are discussed, along with aligning learning goals, objectives, sequences, and activities to create effective e-learning.
This document provides information on several instructional design models and concepts. It discusses the ADDIE model which consists of five phases: analysis, design, development, implementation, and evaluation. It also covers Bloom's Taxonomy, a classification of learning objectives, and the ASSURE instructional design model. Finally, it summarizes the Dick and Carey systems approach model of instructional design.
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.
The document discusses various metaphors that have been used to describe learning theories and their relationship to instructional design. It describes metaphors used in behavioral learning such as "black box" and "response strengthening". It also covers metaphors for cognitive learning like "information processing" and "knowledge acquisition". Constructivist metaphors discussed include "knowledge construction", "anchoring", and "inquiry". Social constructivist metaphors include "knowledge building", "negotiations", and "participation in communities of practice".
The document discusses developing instructional strategies and assessment instruments. It provides details on identifying instructional goals, developing instructional strategies which include content sequencing, learning components, student groupings, and media selection. It also discusses developing assessment instruments and making them useful by providing valid and reliable assessments, productive feedback, using backward design, and motivating students.
This document discusses using the IDEA (Individual Development and Educational Assessment) system to assess student learning, particularly in online courses. It provides an overview of IDEA, which evaluates courses based on 12 learning objectives and allows for national benchmarking. The presenters explain how IDEA supports North Park University's emphasis on student learning outcomes and quality online course design. Faculty are encouraged to use IDEA results for continuous quality improvement by reflecting on their teaching and collecting evidence for evaluations.
The document discusses designing effective professional development for educators in 1:1 schools. It introduces a professional development design framework consisting of committing to a vision, analyzing data, setting goals, planning the learning process, implementing professional development, and evaluating its effectiveness. Specific strategies are provided for each step, including collecting and analyzing various types of quantitative and qualitative data from educators to determine professional development needs and priorities. Characteristics of high-quality professional development are outlined, such as engaging educators in ongoing learning communities and aligning with state standards. The importance of evaluation to inform future professional development is also emphasized.
This document discusses best practices for developing e-learning courses for adult learners. It covers key aspects like instructional design principles, adult learning characteristics, and learning styles. Instructional design models are presented, including ADDIE and Gagne's Nine Events of Instruction. Choosing an instructional design model depends on needs and some combine aspects of different models. An e-learning team is required with skills in instructional design, technology, and content development. Features of a learning management system are also outlined.
This document discusses instructional design basics and principles. It defines instructional design as the systematic development of instruction to ensure quality learning based on analysis of needs and goals. The key aspects covered are:
- Applying principles to develop comprehensive courses and measurable objectives
- Determining appropriate activities, assessments and evaluations to enhance learning
- Ensuring alignment between goals, objectives, strategies and assessments
- Following an instructional design process of analysis, design, development, implementation and evaluation
- Designing for active and effective learning through various strategies
Designing instruction laying the foundationKathleen Stone
This document provides an agenda and materials for an instructional design workshop held at the University of Albany on January 13th, 2015. The morning session focuses on goals, objectives, and instructional design models. Participants learn to write measurable learning objectives and apply instructional design models like ADDIE and backward design. The afternoon session covers assessing learning through formative and summative assessments. Participants then brainstorm instructional activities and strategies for maintaining learner motivation based on the ARCS model of attention, relevance, confidence, and satisfaction.
Presentations, Day 1, by Tanya Joosten and Amy Mangrich on Blended Learning for the 1st Annual eLearning Conference in Riyadh, Saudi Arabia. Topics include backwards design, developing a learning module, managing your workload, managing student's expectations, evaluation, small groups, and more. Course demonstrations included as well.
The document provides an overview of a 5-day teacher training workshop on implementing e-learning. It discusses instructional design principles and models, e-learning modalities, open source software, building an online learning platform, and evaluating online content. The objectives are to define common terms and processes for e-learning, build understanding of instructional design, and guide teachers in designing an online course web board and publishing web pages.
The document provides guidance on assuring the quality of blended courses through continuous improvement processes. It discusses designing courses with clear learning objectives and quality assurance frameworks in mind. An evaluation plan should be developed to collect both outcome and interpretive data on student learning and engagement. A virtuous development cycle is recommended where courses are delivered, evaluated, and reviewed to inform future design. Continuous feedback from instructors, students, course statistics, and research help improve the overall blended learning experience.
The document discusses several instructional design models and principles:
1. It describes Reiser and Dempsey's four phase model of instruction which promotes learning through demonstration, application, engagement in tasks, and integrating new knowledge.
2. It outlines David Merrill's key principles for effective instruction which are to provide structured knowledge, practice, and guidance.
3. It discusses the four components of the 4C/ID instructional model - learning tasks, supportive information, procedural information, and part-task practice.
Module 1: Key Competencies of Effective TrainersCardet1
This document discusses the key competencies of effective trainers in designing and delivering training programs. There are two main areas of competencies - designing training and delivering training. For designing training, competencies include understanding adult learning theories, instructional design models, conducting needs assessments, designing curriculum, developing instructional materials, integrating technology, and evaluating designs. For delivering training, competencies involve preparing for and familiarizing with learners, setting clear objectives, establishing a conducive learning environment, using diverse delivery techniques, providing feedback, engaging and motivating learners, demonstrating appropriate conduct, and evaluating outcomes.
The document discusses the backward design process for curriculum planning outlined in Understanding by Design (UbD). It describes the three stages as: 1) identifying desired learning outcomes, 2) determining acceptable evidence of student understanding, and 3) planning learning experiences and instruction. The framework emphasizes starting with the end goal of student learning and understanding in mind to ensure curriculum and assessments are properly aligned.
The Dick and Carey Model is a comprehensive instructional design model that consists of 9 iterative stages: 1) identifying instructional goals, 2) conducting instructional analysis, 3) identifying learner characteristics and entry behaviors, 4) writing performance objectives, 5) developing criterion-referenced test items, 6) developing instructional strategies, 7) developing and selecting instructional materials, 8) conducting formative evaluation, and 9) conducting summative evaluation. The model offers more detail than other instructional design models and has gained widespread acceptance as a systematic approach to developing instruction.
The Dick and Carey Model is a comprehensive instructional design model that consists of 9 iterative stages: 1) identifying instructional goals, 2) conducting instructional analysis, 3) identifying learner characteristics and entry behaviors, 4) writing performance objectives, 5) developing criterion-referenced test items, 6) developing instructional strategies, 7) developing and selecting instructional materials, 8) conducting formative evaluation, and 9) conducting summative evaluation. The model provides a systematic process for developing instruction that begins with analyzing needs and ends with evaluating outcomes. It offers more detail than other models and has gained widespread acceptance as a framework for instructional system design.
The document discusses several instructional design models:
- The Kemp model is useful for developing large-scale higher education programs and involves multiple groups in a continuous cycle of planning, design, development and assessment.
- The Dick and Carey model is a linear process useful for both large-scale government projects and small-scale K-12 curriculum development. It involves 9 stages including analyzing instructional goals, designing evaluation instruments, and conducting formative and summative evaluations.
- Gagne's model focuses on different types of learning outcomes that require different internal processes. It identifies routine instructional events like gaining attention and eliciting performance practice.
The document provides an overview of several instructional design models:
1. The ADDIE model, which is a systematic 5-phase process of analysis, design, development, implementation, and evaluation. Each phase is described.
2. The Dick and Carey model, which involves learners and subject matter experts interacting continuously to review and revise prototypes.
3. Rapid prototyping, which involves quickly generating mock-ups or physical samples of products to get feedback early in the design process.
4. Merrill's First Principles of Instruction, which proposes learning is most effective when problem-based and involving four phases: activating prior knowledge, demonstrating skills, applying skills, and integrating skills into real-world activities.
The document provides an overview of several instructional design models:
1. The ADDIE model, which is a systematic 5-phase process of analysis, design, development, implementation, and evaluation. Each phase is described.
2. The Dick and Carey model, which involves learners and subject matter experts interacting continuously to review and revise prototypes.
3. Rapid prototyping, which involves quickly generating mock-ups or physical samples of products to get feedback early in the design process.
4. Merrill's First Principles of Instruction, which proposes learning is most effective when problem-based and involving four phases: activating prior knowledge, demonstrating skills, applying skills, and integrating skills into real-world activities.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
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Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
23. Merril’s First Principal of Instruction
Kemp’s Instructional Design Model
Gagne’s Nine Events of Instruction
Kirkpatrick Four Levels of Training
Dick and Carey Model
ADDIE Model
26. ID Process: Step by Step
Stage 1: Identify Instructional
Goals
Conduct needs analysis
27. Stage 2: Conduct the instructional analysis
ID Process: Step by Step
Necessary entry
behaviors
Step-by-step goal
performance
28. Stage 3: Analyze learners and contexts
ID Process: Step by Step
Prior knowledge
Learning environment
Application of skills and
knowledge
29. Stage 4: Write performance objectives
ID Process: Step by Step
Very specific and measureable
Include learning conditions and criteria
30. Stage 5: Develop assessment instruments
ID Process: Step by Step
Emphasis on accurately measuring
behaviors
31. Stage 6: Develop instructional strategies
ID Process: Step by Step
Follow-up
activities
Practice and feedback
Testing
Presentation of information
32. Stage 7: Develop instructional materials
ID Process: Step by Step
Use of existing
materials
Creation of new
materials
33. Stage 8: Conduct formative evaluation of
instruction
ID Process: Step by Step
One-on-one prototype
testing
Field testing
Small group evaluation
34. Revise instruction
ID Process: Step by Step
Data from formative evaluation used
to assess whole process
35. Stage 9: Conduct summative evaluation
ID Process: Step by Step