This document discusses different principles of effective instructional design for distance education. It explains that communication in distance learning relies more on virtual methods like asynchronous communication rather than synchronous. It emphasizes that learning occurs when the content taught matches the content learned, and skills are demonstrated along with guidance relating specific examples to general principles. Effective demonstration also engages learners and uses relevant media. The document outlines that application of skills is most effective with intrinsic or corrective feedback, and coaching that is later faded out. It stresses integrating a variety of delivery methods and technologies to provide feedback and interaction for students.

2. 
Communication in distance education
utilize different communication methods
than the methods used in a traditional
classroom. Virtual interactivity is more
effective in distant learning than
synchronous, because it is the instructors
and students main communication
method.

3. 
Learning takes place when the content
to be learned is the content that is being
taught. The skills that are being taught
are observed through demonstration.
Demonstrations are enhanced when
learners receive guidance that relates
instances to generalities. Demonstrations
are enhanced when learners observe
media relevant to the content.

4. 
Doing demonstration, instruction should :
› Be consistent with component skill: kinds-of,
how-to, and what-happens.
› Provide guidance that relates demonstration
to generalities
› Engage learners
› Observe demonstration through technology

5. 
In the Application Principle, the instructor
will know when learning takes place by the
way the students engage in the new
teachings or when the skill that is being
taught is consistent with the type of lesson
that is being taught. Application is effective
only when learners receive intrinsic or
corrective feedback.
The learners are being coached and when
the coaching is faded out, then the
application is greater.

6. 
During application, instruction
› Enables the learner to use critical thinking
skills
› Provides corrective feedback
› Provides coaching
› Engage students in peer-collaboration

7. 
Integrate a variety of delivery systems or
technologies for feedback and
interaction. Interactive delivery methods
can range from using discussion boards
and chats to e-mail and
videoconferencing.

8. 
During Integration, instruction:
› Will enable students to integrate newly
learned information.
› Engage students in Peer-critique
› Encourage students to incorporate ways to
use newly learned skills.
› Demonstrate newly learned skills

9. Videoconference
 Chat session
 Online/supplemental materials


10. Rapid E-Learning 101
 Designing the Right Course
 Instructional Design
 Building Scenarios for E-Learning
 Managing E-Learning Projects
 PowerPoint for E-Learning
 Visual and Graphic Design
 Audio and Video Tips


11. What Everybody Ought To Know About Instructional Design,
2008. Retrieved on February 4, 2013 from
http://www.articulate.com/rapid-elearning/whateverybody-ought-to-know-about-instructional-design/
Park, Y. (2011). A pedagogical framework for mobile learning:
Categorizing educational applications of mobile
technologies into four types. The International Review of
Research in Open and Distance Learning, 12(2), 78–102
Branch, R.(2011). Instructional Design, University of Georgia
http://projects.coe.uga.edu/ITFoundations/index.php?title
=Instructional_Design