This document provides an overview of instructional design for medical librarians. It describes the ADDIE model of instructional design, which includes analysis, design, development, implementation, and evaluation phases. Various instructional design theories are also discussed, such as Mayer's principles of multimedia learning and backward design. Educational technologies that can be used in instruction are presented, like lecture capture tools, mobile apps, and learning management systems. Active learning strategies for medical education including team-based learning and flipped classrooms are also covered.
The document summarizes several instructional design models: Rapid Instructional Design (RID), Bloom's Learning Taxonomy, Gagne's Nine Events of Instruction, and Merrill's First Principles of Instruction. RID uses four phases - preparation, presentation, practice, and performance. Bloom's taxonomy categorizes learning into cognitive, affective, and psychomotor domains. Gagne's model outlines nine instructional events including gaining attention and providing feedback. Merrill's principles emphasize problem-centered and demonstration-based learning.
This presentation provides a brief introduction to Instructional Design and touches upon; History of Instructional Design, some popular Learning theories, and Instructional Design Models among some additional, related useful information.
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.
The Gerlach and Ely instructional design model from 1971 consists of 10 steps: 1) specifying content and objectives, 2) assessing entering behaviors, 3) determining strategy, 4) organizing groups, 5) allocating time, 6) allocating space, 7) selecting resources, 8) evaluating performance, and 9) analyzing feedback. The model was intended to provide teachers with a systematic approach and practical roadmap for planning instruction. It emphasizes clearly defined goals and objectives and the interdependence of decisions around content, strategy, grouping, time, space and resources. The model shares similarities with the ADDIE model but is more teacher-directed and less focused on implementation.
This document discusses the basics of instructional design. It outlines several key components of instructional design including people, processes, tools, theories and organization. It then discusses five main principles of instructional design: problem-based learning, activating prior knowledge, demonstrating concepts, applying new knowledge, and integrating and reflecting on learning. The document emphasizes the importance of contextualizing instruction and including reflective activities to improve learning. It provides examples of how to apply these principles in an instructional design.
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.
The document summarizes several instructional design models: Rapid Instructional Design (RID), Bloom's Learning Taxonomy, Gagne's Nine Events of Instruction, and Merrill's First Principles of Instruction. RID uses four phases - preparation, presentation, practice, and performance. Bloom's taxonomy categorizes learning into cognitive, affective, and psychomotor domains. Gagne's model outlines nine instructional events including gaining attention and providing feedback. Merrill's principles emphasize problem-centered and demonstration-based learning.
This presentation provides a brief introduction to Instructional Design and touches upon; History of Instructional Design, some popular Learning theories, and Instructional Design Models among some additional, related useful information.
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.
The Gerlach and Ely instructional design model from 1971 consists of 10 steps: 1) specifying content and objectives, 2) assessing entering behaviors, 3) determining strategy, 4) organizing groups, 5) allocating time, 6) allocating space, 7) selecting resources, 8) evaluating performance, and 9) analyzing feedback. The model was intended to provide teachers with a systematic approach and practical roadmap for planning instruction. It emphasizes clearly defined goals and objectives and the interdependence of decisions around content, strategy, grouping, time, space and resources. The model shares similarities with the ADDIE model but is more teacher-directed and less focused on implementation.
This document discusses the basics of instructional design. It outlines several key components of instructional design including people, processes, tools, theories and organization. It then discusses five main principles of instructional design: problem-based learning, activating prior knowledge, demonstrating concepts, applying new knowledge, and integrating and reflecting on learning. The document emphasizes the importance of contextualizing instruction and including reflective activities to improve learning. It provides examples of how to apply these principles in an instructional design.
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.
The document discusses the ADDIE model of instructional design. It describes each phase of the ADDIE model including analysis, design, development, implementation and evaluation. It provides examples of tasks within each phase such as conducting a needs analysis, writing goals and objectives, developing instructional materials, and evaluating the effectiveness of the instruction. The overall purpose is to introduce students to the ADDIE model and have them demonstrate familiarity with the tasks and goals of each phase.
Instructional design is the systematic process of translating principles of learning and instruction into instructional plans, materials, and activities. It involves analyzing learning needs and goals, and developing a delivery system to meet those needs. The systematic process of instructional design enables identifying performance problems, determining goals and learner needs, developing strategies to meet needs and goals, and assessing and evaluating learning outcomes and whether goals were achieved. The systematic approach ensures training is needed, well-designed, high-quality materials are developed, appropriate implementation strategies are used, and evaluation confirms learning occurred.
Cooperative learning involves students working in teams to accomplish a common goal. It requires positive interdependence, where all members must cooperate to complete the task, and individual accountability, where each member is responsible for the final outcome. Problem-based learning is a student-centered approach where students work to understand and resolve problems. It uses problems as the focus for stimulating learning. When developing models, it is important to keep them simple when possible, validate models before using them, and recognize that models have limitations and are not a replacement for human decision makers.
The document discusses two instructional design models: the rapid prototyping model and the ASSURE model. The rapid prototyping model is a faster, more efficient way to develop training that involves designing and developing phases occurring simultaneously and continuous evaluation. The ASSURE model is a six-step guide for planning and delivering instruction that involves analyzing learners, stating objectives, selecting methods and materials, utilizing media, requiring learner participation, and evaluating. Both models emphasize analysis, objectives, and evaluation but differ in that the rapid prototyping model encourages creativity while ASSURE may limit it.
Visual Definition of Instructional Design and Technologysuhat
The document discusses different perspectives on instructional design and technology (IDT), including whether it is a discipline, science, or craft. While IDT draws from research and theory, it is still evolving as a field. The document also examines how IDT relates to concepts like instruction, learning, education, and performance. IDT utilizes theories from educational psychology, communication, and systems design to create effective instructional solutions.
The document discusses instructional design and the ADDIE model. It defines instructional design as the systematic development of instruction using learning theory to ensure quality. The ADDIE model includes analysis, design, development, implementation, and evaluation phases. Rapid instructional design is also covered, which emphasizes learner-centered and active learning approaches over traditional instructional methods. The role of an instructional designer is to work with faculty to analyze, design, develop, implement and assess high impact learning experiences using agile approaches.
The document outlines Merrill's First Principles of Instruction, which propose that effective instruction (1) engages learners in solving real-world problems, (2) activates existing knowledge as a foundation, (3) demonstrates new knowledge to the learner, (4) applies the new knowledge, and (5) integrates the knowledge into the learner's experience. The document also discusses ensuring learners have opportunities to apply their new skills and knowledge and integrating technology as a tool for learning rather than an end in itself.
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 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 provides an overview of instructional design and adult learning theories presented in a workshop by Nancy Anderson of Blackbird Learning Associates. It discusses key topics like the ADDIE model of instructional design, principles of adult learning theory, learning styles, learning management systems, and e-learning approaches. The workshop aims to help participants understand adult learning concepts, instructional design processes, and how to apply these ideas in a real-world context.
This document outlines a WebQuest project for a 10th grade engineering class that involves reverse engineering simple machines. Students will be assigned to groups to disassemble, analyze, and reassemble a simple machine. They will investigate why it was designed a certain way and explain how it works using Newton's laws of motion. Students will then give a speech to present their findings and submit a report summarizing what they learned. The project aims to engage students hands-on and spark curiosity about everyday items and engineering principles.
This document provides an overview of an instructional technology course. It outlines three major sections on theory, practice, and application. The theory section will cover the history and definitions of instructional technology, design models, and how people learn. It will also introduce the Association for Educational Communications and Technology. The practice section focuses on current issues, trends, and integrating web tools into learning modules. The application section addresses needs analysis, instructional design evaluation, and computer-based training.
The document describes the e-Design Template, which is a pedagogic template that guides e-learning designers by highlighting core principles for effective e-learning. It suggests learning activities for different delivery patterns, such as distance and blended learning. The template aims to steer between holistic models and principle-light guides by offering a practical, principle-based approach. It focuses designers on constructing student-centered, active learning experiences through a four-phase framework that scaffolds learner independence. Examples of how the template can be applied to different tools and delivery patterns are provided.
The document discusses key concepts in instructional design including learning, instruction, and instructional design theory. It provides definitions of these terms and explains that instructional design is a systematic process for developing effective instruction. The document also covers learning theories and epistemological traditions in knowledge and discusses some historical developments in the field of instructional design.
This document provides an overview of the Concept Attainment Model (CAM) for teaching concepts. It discusses why CAM is an effective approach, defines what a concept is, outlines the elements and types of concepts, and describes Bruner's steps for CAM which are recognition, classification, definition, and generalization. It also explains the phases, syntax, principles, social system, support system, and effects of using CAM for conceptual instruction.
This document discusses motivational design and the ARCS model of motivation. It provides an overview of the ARCS model which stands for Attention, Relevance, Confidence, and Satisfaction. The document outlines the four categories of the ARCS model and the steps in the ARCS motivational design process. It also discusses applying the ARCS model and other motivational design principles to instructional design.
Instructional Design Presentation For Thunder Training 2009Lisa Taylor
The document discusses instructional design (ID) for distance learning. It presents the CORE ID framework for online instruction, which includes criterion referencing and strategic planning, organizing content and delivery, and requiring learner participation and evaluating processes and outcomes. Key instructional design models and learning theories that inform the framework are also summarized, including Gagne's nine events of instruction, Bloom's taxonomy, Bruner's constructivism, Bandura's social learning theory, and Vygotsky's zone of proximal development.
Improving Communications With Soft Skill And Dialogue SimulationsEnspire Learning
The document discusses using simulations and soft skills to improve communication. It provides examples of simulations that leverage learning theories like self-direction, learning in context, practice with feedback. Simulations allow practicing skills in realistic scenarios and receiving immediate feedback to improve communication abilities. The document advocates for using branching simulations when skills need application in combinations or when modeling conversations.
Do you know Bob? Adventures with technology-based resources for teaching (and...Chris Willmott
Slides from a presentation about the Box of Broadcasts resource, and creative uses of lecture capture technology. Talk given at the Dept of Molecular and Cell Biology, University of Leicester in April 2019.
Implementing a Flipped Classroom Approach in Medical EducationDanielERitchie
The flipped classroom model reflects the paradigmatic shift taking place within medical education from educator-centered to student-centered instructional strategies. Learn how to implement a flipped classroom approach, and specifically the benefits of using digital platforms.
The document discusses the ADDIE model of instructional design. It describes each phase of the ADDIE model including analysis, design, development, implementation and evaluation. It provides examples of tasks within each phase such as conducting a needs analysis, writing goals and objectives, developing instructional materials, and evaluating the effectiveness of the instruction. The overall purpose is to introduce students to the ADDIE model and have them demonstrate familiarity with the tasks and goals of each phase.
Instructional design is the systematic process of translating principles of learning and instruction into instructional plans, materials, and activities. It involves analyzing learning needs and goals, and developing a delivery system to meet those needs. The systematic process of instructional design enables identifying performance problems, determining goals and learner needs, developing strategies to meet needs and goals, and assessing and evaluating learning outcomes and whether goals were achieved. The systematic approach ensures training is needed, well-designed, high-quality materials are developed, appropriate implementation strategies are used, and evaluation confirms learning occurred.
Cooperative learning involves students working in teams to accomplish a common goal. It requires positive interdependence, where all members must cooperate to complete the task, and individual accountability, where each member is responsible for the final outcome. Problem-based learning is a student-centered approach where students work to understand and resolve problems. It uses problems as the focus for stimulating learning. When developing models, it is important to keep them simple when possible, validate models before using them, and recognize that models have limitations and are not a replacement for human decision makers.
The document discusses two instructional design models: the rapid prototyping model and the ASSURE model. The rapid prototyping model is a faster, more efficient way to develop training that involves designing and developing phases occurring simultaneously and continuous evaluation. The ASSURE model is a six-step guide for planning and delivering instruction that involves analyzing learners, stating objectives, selecting methods and materials, utilizing media, requiring learner participation, and evaluating. Both models emphasize analysis, objectives, and evaluation but differ in that the rapid prototyping model encourages creativity while ASSURE may limit it.
Visual Definition of Instructional Design and Technologysuhat
The document discusses different perspectives on instructional design and technology (IDT), including whether it is a discipline, science, or craft. While IDT draws from research and theory, it is still evolving as a field. The document also examines how IDT relates to concepts like instruction, learning, education, and performance. IDT utilizes theories from educational psychology, communication, and systems design to create effective instructional solutions.
The document discusses instructional design and the ADDIE model. It defines instructional design as the systematic development of instruction using learning theory to ensure quality. The ADDIE model includes analysis, design, development, implementation, and evaluation phases. Rapid instructional design is also covered, which emphasizes learner-centered and active learning approaches over traditional instructional methods. The role of an instructional designer is to work with faculty to analyze, design, develop, implement and assess high impact learning experiences using agile approaches.
The document outlines Merrill's First Principles of Instruction, which propose that effective instruction (1) engages learners in solving real-world problems, (2) activates existing knowledge as a foundation, (3) demonstrates new knowledge to the learner, (4) applies the new knowledge, and (5) integrates the knowledge into the learner's experience. The document also discusses ensuring learners have opportunities to apply their new skills and knowledge and integrating technology as a tool for learning rather than an end in itself.
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 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 provides an overview of instructional design and adult learning theories presented in a workshop by Nancy Anderson of Blackbird Learning Associates. It discusses key topics like the ADDIE model of instructional design, principles of adult learning theory, learning styles, learning management systems, and e-learning approaches. The workshop aims to help participants understand adult learning concepts, instructional design processes, and how to apply these ideas in a real-world context.
This document outlines a WebQuest project for a 10th grade engineering class that involves reverse engineering simple machines. Students will be assigned to groups to disassemble, analyze, and reassemble a simple machine. They will investigate why it was designed a certain way and explain how it works using Newton's laws of motion. Students will then give a speech to present their findings and submit a report summarizing what they learned. The project aims to engage students hands-on and spark curiosity about everyday items and engineering principles.
This document provides an overview of an instructional technology course. It outlines three major sections on theory, practice, and application. The theory section will cover the history and definitions of instructional technology, design models, and how people learn. It will also introduce the Association for Educational Communications and Technology. The practice section focuses on current issues, trends, and integrating web tools into learning modules. The application section addresses needs analysis, instructional design evaluation, and computer-based training.
The document describes the e-Design Template, which is a pedagogic template that guides e-learning designers by highlighting core principles for effective e-learning. It suggests learning activities for different delivery patterns, such as distance and blended learning. The template aims to steer between holistic models and principle-light guides by offering a practical, principle-based approach. It focuses designers on constructing student-centered, active learning experiences through a four-phase framework that scaffolds learner independence. Examples of how the template can be applied to different tools and delivery patterns are provided.
The document discusses key concepts in instructional design including learning, instruction, and instructional design theory. It provides definitions of these terms and explains that instructional design is a systematic process for developing effective instruction. The document also covers learning theories and epistemological traditions in knowledge and discusses some historical developments in the field of instructional design.
This document provides an overview of the Concept Attainment Model (CAM) for teaching concepts. It discusses why CAM is an effective approach, defines what a concept is, outlines the elements and types of concepts, and describes Bruner's steps for CAM which are recognition, classification, definition, and generalization. It also explains the phases, syntax, principles, social system, support system, and effects of using CAM for conceptual instruction.
This document discusses motivational design and the ARCS model of motivation. It provides an overview of the ARCS model which stands for Attention, Relevance, Confidence, and Satisfaction. The document outlines the four categories of the ARCS model and the steps in the ARCS motivational design process. It also discusses applying the ARCS model and other motivational design principles to instructional design.
Instructional Design Presentation For Thunder Training 2009Lisa Taylor
The document discusses instructional design (ID) for distance learning. It presents the CORE ID framework for online instruction, which includes criterion referencing and strategic planning, organizing content and delivery, and requiring learner participation and evaluating processes and outcomes. Key instructional design models and learning theories that inform the framework are also summarized, including Gagne's nine events of instruction, Bloom's taxonomy, Bruner's constructivism, Bandura's social learning theory, and Vygotsky's zone of proximal development.
Improving Communications With Soft Skill And Dialogue SimulationsEnspire Learning
The document discusses using simulations and soft skills to improve communication. It provides examples of simulations that leverage learning theories like self-direction, learning in context, practice with feedback. Simulations allow practicing skills in realistic scenarios and receiving immediate feedback to improve communication abilities. The document advocates for using branching simulations when skills need application in combinations or when modeling conversations.
Do you know Bob? Adventures with technology-based resources for teaching (and...Chris Willmott
Slides from a presentation about the Box of Broadcasts resource, and creative uses of lecture capture technology. Talk given at the Dept of Molecular and Cell Biology, University of Leicester in April 2019.
Implementing a Flipped Classroom Approach in Medical EducationDanielERitchie
The flipped classroom model reflects the paradigmatic shift taking place within medical education from educator-centered to student-centered instructional strategies. Learn how to implement a flipped classroom approach, and specifically the benefits of using digital platforms.
Universal Design for Learning (UDL) is an educational framework that aims to provide all students with equal opportunities to learn by providing flexible approaches. The UDL principles involve providing multiple means of representation, action and expression, and engagement. This allows educators to meet the needs of all students despite their individual differences. When applying UDL in the classroom, educators should consider how students receive information, demonstrate their understanding, and maintain interest or motivation. An effective curriculum incorporates goals, materials, instructional methods, and assessment.
Innovative methods in architectural educationKenny Joy
This document summarizes an innovative approach to architectural education presented by Ar. Kenny P. Joy. It begins with Joy's background and credentials. It then discusses some limitations of conventional teaching methods, emphasizing lecture-based learning and a lack of practical application. The new approach focuses on hands-on workshops, collaborative learning between academics and practitioners, and studio-based learning that integrates various subject areas into design projects. It aims to teach students the design process rather than just the product. Key aspects include theme-based studios, multi-stage design studies, and evaluating the design process over just the final output. The goal is to stimulate curiosity and allow students to learn through their own choices and mistakes.
The document provides an overview of the Cline Library Learning Studio at Northern Arizona University. It discusses the evolution of the Learning Studio concept, the process of building the space, its technology features, classroom management practices, and an assessment of the space's impact. Key points include how the Learning Studio was designed to facilitate collaboration using industry-standard software, its technology infrastructure, scheduling and technical support processes, and results from a year-long assessment project that found students and faculty reported higher engagement and student performance compared to traditional classrooms.
The document provides an introduction to Universal Design for Learning (UDL). It discusses the origins of UDL and how it aims to increase access and participation for all learners by considering their individual differences. UDL is based on research about the human brain and how there are three main networks (recognition, strategic, and affective) that must be addressed through flexible methods of presentation, expression and engagement. The document outlines the principles of UDL and how applying them in education can help address learner diversity through appropriate goals, flexible materials and assessments. It also discusses how digital media can support UDL approaches.
This document discusses the use of blended learning models in physical therapy education. It begins by defining blended learning and describing six primary blended learning models. It then discusses characteristics of successful online learners and teachers. The flipped classroom model is described, where students learn content online before class through videos and readings. The document identifies technical and pedagogical components needed to implement a flipped classroom successfully in physical therapy education. Benefits, risks, and challenges of this model are discussed. Examples of implementing blended learning at a physical therapy program are provided.
The document discusses the importance of using modules in online courses to organize content. It recommends including an introduction, learning objectives, all learning materials, activities, and assessments for the module's topic in each module. Consistency across modules is important, including consistent naming, location of content, ordering of content, and scheduling of due dates. The document provides examples of different models for structuring a course into modules, including module-by-module, unit-by-unit, and project-based models. It emphasizes the importance of module structure for accessibility and universal design of online courses.
The ASSURE model is a systematic plan for instructors to follow when planning classroom use of media and technology. It consists of 6 steps: Analyze Learners, State Objectives, Select Methods/Media/Materials, Utilize Media & Materials, Require Learner Participation, and Evaluate & Revise. The model guides instructors to understand learners, set clear objectives, choose appropriate instructional methods and materials, effectively use selected materials while engaging learners, and assess outcomes to improve future lessons.
This document outlines a 3-day training on redesigning courses for online and active learning. Day 1 covers learning theories and course design principles. It discusses assessment strategies and effective teaching models. Day 2 focuses on e-learning tools for content delivery, collaboration, and individual learning styles. Day 3 presents online learning tools for facilitation, discussion boards, and emerging technologies, as well as assessing and grading online. The document provides examples of active learning techniques and principles of backward course design starting with learning outcomes. It emphasizes the importance of formative assessment and using rubrics to provide feedback to students.
This document discusses designing online lessons for all learners based on principles of Universal Design for Learning (UDL). It emphasizes using multiple means of representation, action and expression, and engagement to support students' recognition, strategic, and affective networks in the brain. Key aspects of lesson design highlighted include identifying essential understandings, essential questions, and appropriate assessments. The document also discusses backwards design using Understanding by Design principles to focus lessons on desired results and evidence of learning. Overall, it provides guidance for creating inclusive online lessons that consider learner diversity and principles of UDL.
This document discusses designing online lessons for all learners based on principles of Universal Design for Learning (UDL). It emphasizes using multiple means of representation, action and expression, and engagement to support students' recognition, strategic, and affective networks in the brain. Key aspects of UDL-aligned lesson design addressed include identifying essential understandings and questions, incorporating technology tools, and using an Understanding by Design framework with backward design. The goal is to create inclusive online instruction that considers learner diversity and neuroscience principles to meet the needs of more students.
The document provides guidelines for designing effective e-learning objects and asynchronous instruction. It discusses best practices from sources like the Association of College and Research Libraries (ACRL) and Project Information Literacy. These include establishing learning outcomes, developing content that limits cognitive load, and ensuring accessibility for all students regardless of location. The document then outlines steps for instructional design using the ADDIE model of analysis, design, development, implementation and evaluation. Examples are provided for each step, with a focus on incorporating principles of multimedia learning and usability testing.
The document introduces instructional design and the ADDIE model. It discusses:
1) The history and definitions of instructional design as a systematic approach to generate teaching materials.
2) The five phases of the ADDIE model - Analysis, Design, Development, Implementation, and Evaluation.
3) Key activities in each ADDIE phase such as determining learner needs in Analysis, choosing instructional strategies in Design, creating prototypes in Development, training staff in Implementation, and assessing goals in Evaluation.
The document provides an overview of instructional design and the ADDIE process for designing lesson plans.
This document provides advice for students on how to do research from Xiao Qin, an associate professor at Auburn University. It outlines Qin's career path in research from undergraduate to current position. The document then gives 10 pieces of advice for being a successful research assistant, including managing your time well, developing intellectual discipline, being proactive, learning to communicate, developing an intellectual community, networking, choosing a good research problem, understanding faculty, studying successful people, and having a life outside of research. It directs students to Qin's webpage and slideshares for further resources.
This document summarizes the key aspects of designing MOOC pedagogies and learning based on a literature review. It discusses trends in MOOC design including debates around technological vs pedagogical determinism. It also outlines several instructional design approaches that can be applied to MOOCs like problem-based learning and cognitive apprenticeship. The document then describes a case study of a MOOC called "Hands on MOOC" that applied the Learning Design Studio approach, which focuses on identifying educational challenges, generating solutions, and evaluating designs. Participants found creating personas and prototyping designs to be the most useful activities. The facilitators provided feedback to many active participants but future iterations may need to better
This document provides guidance for instructors on helping students achieve Standard 2 of Information Literacy, which focuses on students accessing information effectively and efficiently. It discusses designing research projects and lessons at different course levels to provide appropriate scaffolding and independence. Lower level courses should direct students to specific resources, while higher levels provide more flexibility. Frustrations like not understanding the scope or search process are addressed. Instructors are advised to clearly communicate goals, expectations, and connections to learning objectives to guide students from identifying needs to completing meaningful, relevant projects.
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This document discusses best practices for presenting information to learners using PowerPoint. It outlines specific PowerPoint features that can improve slide design, such as using built-in templates, 3D models, morphing animations, and real-time captions. The document also distinguishes best scenarios for content delivery and reviews presentation best practices like encouraging participation, sensitivity to diversity, and maintaining engagement through varied instructional methods. The overall objectives are to improve slide design using PowerPoint tools and distinguish strategies for effective content delivery.
This document provides an overview of best practices for designing presentation slides. It discusses PowerPoint features and alternatives like Adobe Spark and Google Slides. Guidelines covered include using fewer words per slide, highlighting organization with outlines and headings, embedding words in illustrations, and presenting narration simultaneously with animation. The document emphasizes designing for all audience members, using color schemes and fonts effectively, and reducing file sizes.
This presentation discusses best practices for designing effective PowerPoint slides. It covers topics like Mayer's cognitive theory of multimedia learning, limiting text on slides, using images and videos appropriately, designing for visibility from the back of the room, and employing effective use of color, fonts, and animations. The objectives are to learn how to design slides following guidelines like reducing extraneous details, using clear contrasts and formatting, and avoiding overuse of bullet points. Examples are provided of both effective and ineffective slide designs.
This document outlines best practices for delivering instruction in different formats such as noon conferences, mini-teaching sessions, and micro-teaching. It discusses how PowerPoint design can impact information retention and recommends designing slides with consistency, not reading slides verbatim, and citing sources. The document also suggests that observing other instructors deliver content could be an alternative to traditional evaluations. It provides tips for effective questioning during instruction and emphasizes creating a safe environment for students to answer questions.
Rush University Medical College started an iPad program to provide all 128 first-year medical students with iPads in fall 2013. Meetings were held to develop a tablet strategy that included encrypting the iPads, bulk purchasing through Apple's program, lending iPads through the library, and providing support. The library was included in the process of selecting apps and creating course materials in iBooks Author to support the new iPad program.
This was a presentation I gave to administrators and instructors at UIC College of Liberal Arts and Sciences, as they debated putting more courses online.
The document discusses the role of an instructional designer at the University of Illinois College of Medicine in Chicago. It describes how the instructional designer helps improve the medical school curriculum through evidence-based best practices, feedback loops, and future planning. The designer analyzes course evaluations, observes teaching, and collaborates with faculty to enhance learning materials and instructional methods using frameworks like ADDIE and backward design. Evaluation data is used to identify areas for improvement and gauge the impact of changes made. The goal is to continually refine the curriculum and help faculty develop as effective educators.
The document discusses various software tools and methods for creating tutorials and flipping the classroom using instructional design. It provides a table comparing screencasting apps for iOS and Android devices for creating video tutorials. Examples are given of medical courses that replaced lectures with active learning techniques like team-based learning. The document demonstrates the Explain Everything screencasting app and provides references and resources for instructional design and flipping the classroom. It encourages contacting the author with any other questions.
How does a medical librarian become an instructional designer? What does an instructional designer do that is different from an instruction librarian? My talk gave insight into these questions and how librarians who are interested in ID can get involved.
This document discusses the increasing use of mobile devices and apps in health and science education. It notes that tablet ownership, especially of iPads, has grown significantly in recent years. The document outlines how various apps can be used to support teaching and learning, providing examples of how specific apps could be integrated into class activities and assignments. It emphasizes the need to evaluate mobile resources and help students develop mobile information literacy skills to effectively search for and evaluate information on mobile devices. The presenters recommend resources for keeping up with emerging mobile technologies and apps.
This document discusses trends in educational technology and its impact on health sciences education. It begins by outlining trends like the explosion of new information, digitization of content, new generations of learners, and emerging instructional technologies. It then discusses changes like distance education, blended learning, use of mobile devices, augmented reality, and simulation technology. The document recommends supporting faculty adoption of new technologies and fosters collaboration. It concludes by stating mobile will be the future of learning and discusses innovations in research, publishing, and assessment. The overall impact is a shift from traditional methods to more digital, mobile, and simulation-based approaches.
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2. Objectives
• Describe the basic principles of
instructional design
• Distinguish between educational
technologies to investigate when
creating an instructional design
plan
• Create a short tutorial using
educational technologies based on
sound instructional design theory
Attribution: StockMonkeys.com
5. Overview of Curriculum at
University of Illinois at Chicago College of Medicine
M1 M2
• Cell & Tissue Biology (fall)
• Medical Biochemistry (fall)
• Anatomy / Embryology
(fall/spring)
• Essentials of
Clinical Medicine 1-2 (fall/spring)
• Physiology I/II (fall/spring)
• Neuroanatomy (spring)
• Brain & Behavior (spring)
• Medical Genetics (spring)
• Human Development (spring)
• Basic Immunology &
Microbiology (spring)
• Essentials of
Clinical Medicine 3-4 (fall/spring)
• Clinical Pathophysiology (fall/spring)
• Medical Pharmacology (fall/spring)
• Pathology (fall/spring)
• Clinical Microbiology
& Immunology (fall)
• Psychiatry (spring)
10. Analysis
• What types of learning
constraints exist?
• What are the delivery
options?
• What are the pedagogical
considerations?
• What is the timeline for
project completion?
11. Design
• Documentation of the project’s
instructional, visual, and technical
design strategies
• Apply instructional strategies to
outline/create course content
• Create storyboards
• Design the user interface and user
experience
• Prototype creation
• Apply visual design
14. Development
• Developers create and assemble
the content assets
• Programmers work to develop
and/or integrate technologies
• Testers perform debugging
procedures
• Project is reviewed and revised
according to feedback from team
16. Implementation
• TAs and Instructors prepared to use new tools used in course
• Learners prepared to use new tools, mode of delivery, and pedagogical
approach
• ID ensures that the learning materials (books, hands-on equipment, tools,
and software) are in place and course site is functional
17. Evaluation
• Formative evaluation
• Informing the design
• Present in each stage of ADDIE process
• Summative evaluation
• Informs instructional design improvements
• Conducted after course implementation is over
• Need data from systems and users
18. 1. Coherence Principle - exclude extraneous words, pictures, sounds
2. Pre-training Principle - ensure students have prior knowledge of names,
characteristics of concepts
3. Spatial Contiguity Principle - present corresponding words and pictures in
close proximity to one another
4. Temporal Contiguity Principle - present corresponding words and pictures
simultaneously rather than successively
5. Signaling Principle - highlight important words
RICHARD MAYER’S TEN INSTRUCTIONAL DESIGN PRINCIPLES
19. RICHARD MAYER’S TEN INSTRUCTIONAL DESIGN PRINCIPLES (CONT
6. Redundancy Principle - pair animation and narration together without on-
screen text
7. Voice Principle - use non-accented human spoken voice for narration over
machine-simulated or foreign-accented human voice
8. Personalization Principle - employ conversational style, instead of formal style
to present words
9. Segmenting Principle - offer narrated animation in learner-paced segments
rather than a continuous unit
10. Modality Principle - pair animation and narration together instead of pairing
animation and on-screen text
22. Best Practices Guidelines
• Decided on by students
and faculty and covers:
• Backgrounds
• Fonts
• Objectives
• Summary slides
• Etc.
23. Faculty Development
• Faculty Development Series begun (more formally) in spring 2014
• Best Practices in Learner-Centered Instruction
• Creating Effective Independent Learning Assignments
• Best Practices in Creating Powerful PowerPoint Presentations
• Setting the Stage: Meeting LCME Standard 6.3
• Hands on with Explain Everything
• Poll Everywhere
• Approaches to the Flipped Classroom: Achieve Student Engagement with Active Learning
Techniques
28. Flipped Classroom & Active Learning
https://www.youtube.com/watch?v=wont2v_LZ1E
Active Learning Exercises
• Teamwork
• Debates
• Self-reflection
• Case Studies / Poll Everywhere
• Team-Based Learning
• Problem-Based Learning
McLaughlin, et al. (2014). The flipped classroom: A course redesign to foster learning and engagement in a health professions school. Academic Medicine (89),2. 236-242.
Flipped Classroom
• Instructors prerecord lectures and
post online for students to watch
• Class time is dedicated to student-
centered learning activities
30. Committees
Technology - Enhanced Medical
Education
Basic Principles for Teaching with
Technology
LMS Governance Board
By Peter Mercator (Own work) [CC BY-SA 3.0 (http://creativecommons.org/licenses/by-
sa/3.0)], via Wikimedia Commons
https://tlc.uic.edu
34. Activity
Create a short 2-3 minute tutorial using a program of your choosing and submit it
here.
Some of the programs that were discussed in the webinar:
◦ Explain Everything (tablet app)
◦ PowToon
◦ Camtasia
◦ Captivate
◦ ShowMe
You will create a short video to illustrate something that might be particularly difficult
for your audience to grasp, and perhaps a visual/audio explanation can help with
understanding of the topic.
Submit here: https://uofi.box.com/MLA-December-2015
Instructions on how to submit are on the Moodle site!
35. Staying up to date
• DR-ED listserv
• EDUCAUSE
• Read by Qx
• Linking institutional access to premier journals
36. Max Anderson
University of Illinois at Chicago
College of Medicine
Office of Undergraduate Medical Education
max@uic.edu
312-996-5898
Editor's Notes
Image from ePublicist on Flickr - used by permission via Creative Commons license.
When people ask what I do, and I say I’m an instructional designer, 99% of the time their faces turn blank. So what is an ID and what do they do? In a nutshell, I apply educational / curriculum theories to curriculum development and delivery.
An instructional designer “creates and delivers educational training materials (e.g., eLearning courses, videos, manuals, handouts, etc.) for businesses, higher educational institutions, and other organizations. Some may use the terms instructional designer, educational technologist, curriculum designer, and instructional technologist interchangeably. Instructional designers and instructional technologists have similar job roles, functions, and career paths. They also have similar instructional design higher education degrees and formal training. Instructional designers and instructional technologists are in high demand as organizations are turning towards instructional designers to solve business performance problems and to provide media-rich eLearning solutions. According to the website Instructional Design Central - See more at: http://www.instructionaldesigncentral.com/htm/IDC_instructionaldesigndefinitions.htm#sthash.6qtCURku.dpuf
Instructional Design:
Instructional design models typically specify a method, that if followed will facilitate the transfer of knowledge, skills and attitude to the recipient or acquirer of the instruction. It is 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 materials and activities; and tryout and evaluation of all instruction and learner activities.
I work mostly with our M1/M2 course directors and teaching faculty on various aspects including:
Evaluating new technologies to discover new and better ways to enhance their instruction
Help faculty to discover different ways to improve their instruction - with and without the use of technology
Blackboard shell design
TBL creation and delivery
Creating short podcasts/vodcasts/tutorials
Create other learning materials like images, websites (COMEBM website), etc.
Faculty Development Series - conduct training sessions for faculty on how to use new technologies, as well as apply different educational theories into practice
The occasional research study evaluating the use of technology or different learning theories and their impact on students’ learning outcomes
A potential area of research is to determine how faculty development is impacting faculty satisfaction with their teaching.
The college of medicine did not have anyone in the ID role prior to when I was hired in December 2013. Content creation and delivery was sort of held together with string and there were no consequences for poor teachers. They did depend on the former librarian liaison to the medical school, but she could only do so much with very little time that she had available. I’ll get into the various tasks I go through on a regular basis, so you can get an idea of what I do and how I (hopefully) tie it back to the library of the health sciences on our campus. My design skills? I’m not a graphic designer. I can organize information though and that is where my library experience comes into play. It really helps having that solid background in organization to be able to help faculty members organize content for their classes. My teaching experience helps me to be able to observe faculty as they teach and give them tips on facilitation skills.
Something I read recently sticks with me: “Medical educators are often charged with creating educational experiences, without any formal training in education. Some assumptions: educational programs have aims and goals (even when they are not clearly explained). Medical educators have a professional and ethical obligation to meet the needs of their learners, patients and society. Medical educators should be held accountable for the outcomes of their interventions. A logical systematic approach to curriculum development can help achieve these ends.” This is certainly true at our institution. There is a Department of Medical Education, and I will get into more detail about them later.
So how did I get from libraries to instructional design?
Most of the jobs I have had throughout my library career (FSU ’99) have been in the educational technology area. I wrote and delivered many distance education and face-to-face classes over the years on how to use various technologies.
Medicine is a complex, multifaceted, knowledge-rich domain encompassing a range of performance skills and knowledge domains. Clearly, it is not likely that any one pedagogical or learning theory will adequately account for all skills and knowledge involved in biomedical instruction. However, research on medical expertise is beginning to inform the development of medical competence in real-world settings. Although this research may be used to suggest changes to the structure of medical and biomedical informatics education, there needs to be a better understanding about the conditions of learning that lead to optimal levels of performance in our students.
As I work *mostly* with the M1/M2 course directors and teaching faculty, this is a list of those courses the students take. This will all be dumped in about a year anyway as we blow up the curriculum and create a new one in the dust that settles. While many of the courses you see listed here are basic sciences in nature, we have made a concerted effort over the past couple of years to incorporate more clinical connections as possible. I have worked closely with our Associate Dean for Curriculum, Dr. Abbas Hyderi and the course directors to see where a clinical connection could be made in their courses. We recently started something new where we got the college to ‘buy out’ some time of three clinicians to be clinical consultants for a few of the courses where it made the most sense, especially as it is a pilot program. The clinical partners work with the course directors and teaching faculty to bring more of a clinical context to lectures and other activities.
In addition, much of the practice of medicine is collaborative in nature, and cognition in the workplace is shaped by the social context as well as the technological and other artifacts that are embedded in the physical setting. In medicine, the attainment of expert-level performance in the workplace is predicated on the subject’s ability to function smoothly in an environment in which the coordination of tasks, decisions, and information is essential. In complex dynamic decision-making environments, the situational and distributed aspects of expertise are emphasized—such as communication capabilities, the ability to convey plans and intentions, and the allocation of resources not only for one’s self, but for others. Learning in such circumstances necessitates the development of pattern recognition capabilities that lead to rapid, heuristically-guided decisions under conditions of uncertainty and incomplete information. It also necessitates a complex socio-cognitive coordination process in which information-gathering, decision-making and patient management are highly interactive and distributed activities.
So as I mentioned, instructional design and technology is the field where theories of educational psychology and communication cross paths with design principles to improve work performance through a systems approach, creating instruction based on research analysis whilst using the appropriate tools.
Project Management: I use insightly currently to keep track of the reorg of the 16 M1/M2 courses in Blackboard.
Adult Learning / Andragogy
With over 100 ID models described in the literature, which one do you choose? Look at how they differ in learning paradigms (e.g. behaviorist, cognitive, social-constructivist, etc.) as well as lesson design, curriculum design, and outcomes desired. Fortunately I had an additional masters degree to help me figure them out. Hint - you don’t need a masters degree to do that.
In my work, I tend to focus on a few of these in particular. When I work with faculty, I typically don’t refer to a specific learning theory when we are putting a curriculum together - but it’s always in the back of my mind. One of the theories that would have the biggest impact on me in terms of how the faculty teach or deliver lectures is the cognitive load theory. CLT attempts to characterize and account for the role of memory and the complexity of learning materials in the learning process. The theory makes use of a number of hypotheses about the structure of human memory. Our working memory as well as our short term memory are both limited in the number of elements it can take in simultaneously. An example might be having a slide with an image that has a lot of markers on it and a series of bulleted points to inform the same image.
Another theory that is instrumental in what I do is Dual Coding Theory. What I was finding by viewing lecture recordings or attending lectures, is that most of the faculty would include as much text on a slide as they could and would talk over it or read the words verbatim off of the slide. People can only take so much information into working memory at a time. The students are likely trying to read the slide and listen to what the instructor is saying at the same time. There is very little chance that they will be able to trap all that information into working memory and then into long-term memory. A lot is lost along the way. The same goes with a very complicated illustration on a slide. So the DCT recognizes that while visual cues are useful, there must be some sort of association for the student to be able to trap it into LTM. A better example of the image I mentioned earlier, would be a slide with just the image on it and the instructor explains what the students are looking at - this reduces the likelihood that they will miss something important. Instructor and course evaluations demonstrate to us that the students do not like slides that are extremely text heavy.
One of the most popular instructional systems design framework is the ADDIE model. It appears to be linear but it does not have to be followed rigidly. There are also many variations on this model. Some layers are skipped because information is already available - for example, that you can only deliver a lecture or module in one format. This is not a theory per se! It can be used as a project template with any of the learning theories you use.
This is the “delivery’ of the most popular lecture of the year, on Toxins and Poisons.
Some things to keep in mind during the analysis phase:
The course needs to be relevant to the learner
Spend time with learners in their environment
Be a bridge between the creator and learners
Put the context in context
Measure the effectiveness of the learning activities
More of how the design prototype went - this example is from the Medical Genetics course.
In this example, I worked with the Medical Genetics instructor to learn how to use the Explain Everything app on his iPad in order to create videos that are specific to a salient point. These videos were no longer than 15 minutes.
The bullet points are “typical” tasks for this part of the model. In terms of developing and programming, I am really neither so fortunately Explain Everything makes this part much easier.
This is an example of a mashup of content in the Medical Anatomy and Embryology course. I also worked with course directors in Cell & Tissue Biology and even some of the clerkship directors to incorporate quizzing into their courses via Blackboard.
Talk about use of discussion boards.
When designing or purchasing an educational technology resource that contains multimedia components, particular attention should be paid to the selection, sequencing, and presentation of information. Certain elements can induce cognitive overload and detract from learning, such as the presentation style of information and the appropriateness of the learning material. Thus, one challenge of effective instrHotsiuctional design is creating applications that include only those features that promote learning while avoiding gratuitous elements that may distract.
Richard Mayer’s widely accepted ten instructional multimedia principles can offer medical educators components in educational interventions in order to maximize the positive effects for optimum student learning. With these principles in mind, instructional multimedia should conform to the following: guidance on the application of multimedia
There has been a lot of recent research on using multimedia design principles in teaching for understanding in medical classrooms. Richard Mayer is one author that I follow.
Effective Use of Educational Technology in Medical Education Colloquium on Educational Technology: Recommendations and Guidelines for Medical Educators
AAMC Institute for Improving Medical Education
March 2007
Because the overall technology topic is so broad, colloquium participants were charged to focus consideration on interactive instructional and assessment applications: namely, those that teach or assess understanding of biomedical concepts, patient diagnosis and management, and procedural skill training. Resources with little interactivity— such as those that only enable basic learner navigation of text and images—were considered less relevant to the colloquium’s scope. Likewise, the group did not discuss delivery systems such as teaching management systems (e.g., BlackBoard), pod-casting, computer-based testing, digitized lecture dissemination, and distance learning.
Notably, this report highlights the essential role of instructional design principles to promote the effective use of educational technology.
When I came on board in December 2013, the first task I was given was to go over all of the course-level and instructor-level evaluation material for the previous academic year. Because they have never had anyone in my role before, not a lot was done with this evaluation information. So, if an instructor got low marks year after year, they might still be allowed to teach - no one was minding the store. As I reviewed the evaluations, I watched parts of Echo360 lecture recordings for that instructor to see if I could figure out to what they students were referring in their quantitative comments.
Another big part of this analysis phase was to partner with someone in the Department of Medical Education. We interviewed each of the 15 course directors to find out very broadly, what was working in their courses, what was not, and how could they use UGME and me as ID? Feedback: they needed assistants or coordinators. Many of the instructors were managing multiple teaching faculty members, as well as managing the uploading of content into Blackboard and assessment data.
This was a key part of encouraging all of the teaching faculty to follow research-based, evidence-based teaching guidelines as well as how to use technology effectively. This includes how to use PowerPoint, the amount of slides per given minute of lecture-time, etc.
LCME Standard 6.3 is Self-Directed and Life-Long Learning
In a nutshell:
Identify, analyze, and synthesize information relevant to their learning needs
Assess the credibility of information sources
Share the information with their peers and supervisors
Receive feedback on their information-seeking skills
To me, including the medical librarian in these conversations is crucial.
For this session, we are focusing specifically on tools that can be used for lecture capture in order to flip the classroom.
Readings:
Pros: low-cost, little preparation time
Cons: Passive, self-motivation required
Lecture:
Pros: low-cost, accommodates large number of learners, structured presentation of complex topics
Cons: Passive, teacher centered, quality of lecture is highly dependent on speaker and A/V materials
Discussion:
Pros: Active learning, learners apply newly acquired knowledge, suitable for higher order cognitive levels
Cons: More faculty intensive, group and facilitator dependent
Reflection:
Pros: Promotes learning from experiences as well as self-awareness / mindfulness, can be built into discussion activities
Cons:
Small group:
Pros: Active learning, more multidisciplinary, encourages cooperation, teamwork & discussion
Cons: faculty facilitators (or experienced facilitators), time
TBL:
Pros: Active learning, higher cognitive levels, students take responsibility for learning, collaborative
Cons: Self-direction, need to orient students to process of teamwork and peer evaluation
Standardized Patients:
Pros:
While this is not an exhaustive list, I’m going to attempt to tie-in lecture capture / ad hoc capture to most of them…and how we used it to achieve improvement in student satisfaction in the classroom.
When I came back to UIC in late 2013 and started working for the college of medicine, one of the many first tasks I took on was to help find a way to make the Blackboard shells more consistent. Students have long complained that it was difficulty to find content they were looking for, in different courses. Some courses would have a syllabus tab and others would have a syllabus under some other tab. This drove not only the students crazy, but also any additional teaching faculty who might teach for more than one course.
While lectures are low-cost and can accommodate larger numbers of learners, it is also a very passive way to deliver information. The center of attention is on the teacher. The quality of the lecture also depends largely on the speaker and their a/v materials.
With the best practices in place, observations of teaching can be more specific and honed to each lecturer.
Evidence shows that engaging students in active learning enhances their learning outcomes and improves their motivation and attitudes.
McLaughlin, et al. (2014). The flipped classroom: A course redesign to foster learning and engagement in a health professions school. Academic Medicine (89),2. 236-242.
Talk about TBL and incorporating EBM into the ECM TBLs? Screenshots of TBL questions? Talk up work with LHS liaison in writing questions as well as rationale.
SAMR is an acronym for Substitution, Augmentation, Modification and Redefinition. SAMR can help one reflect on the quality of teaching and learning that occurs when one uses technology. For technology to have a positive impact on teaching and learning, first and foremost, the teaching must be good. Then we can look at the technology use. For technology to make a positive difference, the technology needs to help the practitioner and students do something that they could not do without the technology.
Add comebm website?
Create short tutorial with:
Explain Everything
PowToon
Adobe Slate
ShowMe
iSight Camera / Smartphone or tablet camera