Instructional software ab
•Download as PPTX, PDF•
0 likes•258 views
This document discusses different types of instructional software: tutorials, instructional games, problem-solving programs, simulations, and drill and practice programs. Tutorials break skills into subsections that build on each other. Instructional games add rules to engage learners and require higher-level thinking. Problem-solving programs promote analysis through immersive virtual environments. Simulations create authentic learning experiences. Drill and practice improves performance through repetitive tasks and immediate feedback. Resources for evaluating each type are provided.
Report
Share
Report
Share
Recommended
Durham Bb presentation
This document discusses the challenges facing the University of Derby's Online Learning program in meeting the needs of online students. It outlines the program's history and goals of providing a consistent, high-quality student experience. Key challenges include developing engaging online content and activities, ensuring responsive tutoring, implementing effective assessment practices, and navigating institutional processes that are designed for traditional students rather than online learners. The program aims to address these challenges by standardizing online course structures, providing tutor training, and redesigning academic content to be more modular and reusable across different courses.
Art of the possible fire
The document discusses potential innovations in training for fire and emergency services using technology. It proposes integrating training across different public services to increase effectiveness and generate revenue. It then explores opportunities for utilizing existing and emerging technologies like interactive whiteboards, mobile learning apps, virtual simulations, social media, and games to enhance training delivery, assessment, collaboration, and learning analytics. The document encourages attendees to brainstorm and action plan next steps around cost savings, revenue generation, pedagogical improvements, and innovation.
Understanding Student Learning Using Learning Management Systems and Basic An...
Presentation delivered to the Nevada Conference on Digital Learning, April 12, 2014 in Las Vegas, Nevada.
Leaning Management System and Moodle
An Learning Management System (LMS) is an online system used to plan, deliver, and assess learning. It provides a centralized platform to host, deliver, track, analyze, and report on eLearning courses. Key features include managing users and courses, generating reports, making course calendars, assessments, and certifications. When implementing an LMS, organizations should create a project plan, choose a provider, build an implementation team, train administrators, conduct a pilot launch, and get feedback to refine the process. Moodle is a free and open-source LMS commonly used for eLearning. It was created with pedagogical principles in mind and supports various media, communication tools, and evaluations.
What is E-learning
Creating eLearning courses is not converting Powerpoint slides and publishing it using authoring tools. Check out the presentation to understand why?
http://bit.ly/ON3iOM
EDTEC 544
The document describes a study on helping veteran high school teachers learn to use PowerPoint. It provides background on the teachers, the learning environment, and goals for an interactive CD-ROM training program. The program aims to teach teachers basic PowerPoint skills like creating slides, adding text and media, and using different views. The rationale is that a self-paced CD-ROM program can help teachers improve their technology skills in a comfortable environment where they can learn at their own pace.
Transition into Blended Learning
This document discusses different approaches to taking classroom training online, including flipped classroom, virtual classroom, MOOCs/videos, and e-learning. It recommends a blended pedagogy approach that leverages the benefits of different methods. Specifically, it recommends foundational training using videos and modules, followed by virtual training for reinforcement and deeper learning. Some instructor-led training and activities/scenarios are also recommended, along with continuous mentorship. The goal is to harness the synergy between synchronous and asynchronous learning across online and offline settings. It provides details on executing this approach, from analysis and design to development, implementation, and ongoing management.
Online process-training
Online process training provides an opportunity for organizations to meet training needs in a cost-effective and efficient manner. Here is a presentation on "Online Process Training".
Recommended
Durham Bb presentation
This document discusses the challenges facing the University of Derby's Online Learning program in meeting the needs of online students. It outlines the program's history and goals of providing a consistent, high-quality student experience. Key challenges include developing engaging online content and activities, ensuring responsive tutoring, implementing effective assessment practices, and navigating institutional processes that are designed for traditional students rather than online learners. The program aims to address these challenges by standardizing online course structures, providing tutor training, and redesigning academic content to be more modular and reusable across different courses.
Art of the possible fire
The document discusses potential innovations in training for fire and emergency services using technology. It proposes integrating training across different public services to increase effectiveness and generate revenue. It then explores opportunities for utilizing existing and emerging technologies like interactive whiteboards, mobile learning apps, virtual simulations, social media, and games to enhance training delivery, assessment, collaboration, and learning analytics. The document encourages attendees to brainstorm and action plan next steps around cost savings, revenue generation, pedagogical improvements, and innovation.
Understanding Student Learning Using Learning Management Systems and Basic An...
Presentation delivered to the Nevada Conference on Digital Learning, April 12, 2014 in Las Vegas, Nevada.
Leaning Management System and Moodle
An Learning Management System (LMS) is an online system used to plan, deliver, and assess learning. It provides a centralized platform to host, deliver, track, analyze, and report on eLearning courses. Key features include managing users and courses, generating reports, making course calendars, assessments, and certifications. When implementing an LMS, organizations should create a project plan, choose a provider, build an implementation team, train administrators, conduct a pilot launch, and get feedback to refine the process. Moodle is a free and open-source LMS commonly used for eLearning. It was created with pedagogical principles in mind and supports various media, communication tools, and evaluations.
What is E-learning
Creating eLearning courses is not converting Powerpoint slides and publishing it using authoring tools. Check out the presentation to understand why?
http://bit.ly/ON3iOM
EDTEC 544
The document describes a study on helping veteran high school teachers learn to use PowerPoint. It provides background on the teachers, the learning environment, and goals for an interactive CD-ROM training program. The program aims to teach teachers basic PowerPoint skills like creating slides, adding text and media, and using different views. The rationale is that a self-paced CD-ROM program can help teachers improve their technology skills in a comfortable environment where they can learn at their own pace.
Transition into Blended Learning
This document discusses different approaches to taking classroom training online, including flipped classroom, virtual classroom, MOOCs/videos, and e-learning. It recommends a blended pedagogy approach that leverages the benefits of different methods. Specifically, it recommends foundational training using videos and modules, followed by virtual training for reinforcement and deeper learning. Some instructor-led training and activities/scenarios are also recommended, along with continuous mentorship. The goal is to harness the synergy between synchronous and asynchronous learning across online and offline settings. It provides details on executing this approach, from analysis and design to development, implementation, and ongoing management.
Online process-training
Online process training provides an opportunity for organizations to meet training needs in a cost-effective and efficient manner. Here is a presentation on "Online Process Training".
Effectiveness of eLearning
This document discusses considerations for developing an effective eLearning strategy. It addresses determining goals and learner needs, selecting an LMS, implementing eLearning courses, and ensuring quality. Effective eLearning requires adapting to training goals, learner differences and the learning environment. Quality is key, and courses should be carefully planned and designed. The implementation process involves piloting courses, developing standards and processes, and continuously improving based on assessments. Factors like organizational culture and measuring progress are also important to avoid failures.
Pedagogical concerns for classroom practice
The document discusses several pedagogical concerns for using CALL (computer-assisted language learning) in the classroom. It notes that CALL software can offer different combinations and interfaces to adapt to various learner skills and abilities. The software objectives also indicate learners' advancement levels and allow teachers some control over the information students receive. Additionally, many CALL programs can be adapted to fit teachers' and learners' needs, allowing instructors to add or modify tasks. The document stresses the importance of establishing an interactive environment where learners have computer and internet access to facilitate collaborative work and discussions to develop group skills. It describes the computer as a virtual mediator that can effectively teach language without human intervention.
Bridging the Competency Gap with eLearning
How do you manage the gap between future workforce demand and supply?
A study conducted in 2008 by OPM estimated that by 2016 over 586,000—or more than 37 percent—of the Federal workforce will retire. Over the next three years, the Federal Government is expected to hire approximately 273,000 new employees.
Maximizing learning among multiple generations of employees while budgets are minimized is an essential part of a sound workforce plan and can be achieved with e-Learning.
Learn best practices that have helped Federal Agencies prepare for the future.
E learning Implementation strategy
The document discusses strategies for starting an eLearning initiative. It recommends defining business objectives through need analysis, establishing an implementation strategy including governance, IT readiness, content development plans, and adoption strategies like communication and incentives. An example case study is provided of an automobile company that improved training for blue-collar workers through their eLearning solution focusing on visual content in local languages.
eLearning: ...an update
An exploration of recent eLearning technologies, authoring, and best practices, using Marshall McLuhan's tetrad space.
Final presentation lead tech
Final presentation for our Darden Developing New Products and Services class.
Project was a mobile application using gamification principles to teach leadership development skills
Bb Tour ANZ 2017 - Workshop - Personalised learning & exemplary course design
How can we create a better learning experience for our learners? How can we create more engaging learning without the overhead for course creators and academics?
E learning Content development process
The document outlines the steps for developing e-learning content using the ADDIE model, which includes capture, conceptualize, create, cultivate, and commercialize. It discusses determining learning objectives through user research, developing content and instructional design, collaborating with subject matter experts, testing and revising the content, and ensuring compliance for hosting on a learning platform. Additional resources on the e-learning development process and the ADDIE model are also provided.
E learning strategy project nov 11
This document outlines an e-learning strategy with the following key points:
1. The organization aims to offer students a choice to attend learning face-to-face or online, and provide appropriate technological support.
2. New technologies like virtual classrooms and learning management systems will be used to expand e-learning applications such as professional development, blended learning courses, and engaging marginalized learners.
3. Staff will receive training and support to implement the e-learning strategy, which will start by selecting a virtual learning platform, prioritizing courses for conversion, and piloting the new system.
Grapevine learning lms and content
The document discusses a learning management system that provides tools to connect users anywhere at any time for training, testing, and certification. It allows uploading course materials, scheduling classes and activities, generating tests, and surveying learners for feedback. The system includes coaching programs and adaptive testing tools. Setup includes adding the client's branding, importing users, and uploading existing materials. Users have a personal schedule to track assigned content. It provides administrative options like assigning groups to courses, creating classes and tests, and generating reports. The system is hosted and supported, requiring no additional hardware, software, or IT resources from the client.
Adobe captivate prime brochure
Adobe Captivate Prime is a modern learning management system (LMS) that allows users to easily setup, deliver, and track learning. It offers a unique fluidic player to seamlessly play all types of content and allows note-taking. The LMS also provides gamification, mobile learning, offline access, and powerful reporting capabilities to measure learning impact and establish a learning culture. Administrators can create customized learning programs and plans to help employees develop skills and achieve training objectives.
E learning Strategy a simplified presentation
An eLearning strategy is a comprehensive plan of action to ensure the success of a broad eLearning initiative that adds value to the organization. The document discusses common mistakes in developing an eLearning strategy such as having no clear vision, focusing on technology over strategy, and failing to gain executive support. It also outlines key factors for a successful eLearning strategy such as building a strategic plan, leveraging industry best practices, and developing a learning/performance architecture that provides learners access to a variety of online and offline resources.
Maximize your e-Learning Strategy
My manager and I presented this at CUBIC (Corporate University Best-in-class Conference) 2006 held in Scottsdale Arizona.
Sales Presentation
This document provides information about MasterLink Training (MLT), including that it is a division of Herzing University that has been providing computer-based technology and soft skills training to corporate clients since 2001. MLT's mission is to provide the best learning solutions to help clients meet business needs now and in the future by offering up-to-date, industry-standard curriculum. MLT offers various learning methods like onsite, instructor-led, online, and self-discovery training. It has state-of-the-art facilities across Wisconsin and access to top instructors.
designing your online course
1. The document provides guidance on designing online courses and outlines several key elements that should be considered, including setting clear objectives, understanding your audience, integrating instructional and audience analysis, focusing on people, processes, technology, and administration.
2. It recommends using Mager's theory of behavioral objectives to write clear, measurable learning objectives for the course.
3. Several principles are discussed for each element, such as conducting needs analyses, centering course design around instructors and students, and carefully considering whether to build your own platform or use an existing one.
Michelle Schoen resume
Michelle Schoen has over 15 years of experience in instructional design and eLearning development. She has worked for Fortune 500 companies like Delta, AT&T, and IBM, and has owned her own training company focused on teaching Camtasia. She has an MS in Instructional Technology from Georgia State University and an MS in Project Management from George Washington University. Currently, she does contract instructional design work and owns two companies, LearnCamtasia and ScreencastVideoServices, focused on training others in eLearning tools like Camtasia.
Are You Involving these 6 Stakeholders when Converting Classroom Material to ...
Are You Involving these 6 Stakeholders when Converting Classroom Material to ...CommLab India – Rapid eLearning Solutions
If you want to ensure your classroom to eLearning conversion is a success, you need to involve all the stakeholders who have an impact on the project. Check six important stakeholders and how they can partner with you for successful eLearning implementation. Unit 6 presentation
The document describes the components and processes involved in developing and implementing a learning management system (LMS). It includes sections on testing and assessments, course content repository, analysis and reporting, course creation, user profile development and registration, learner tools, support tools, system requirements, and staff roles. The key components are testing and assessments, course content repository, analysis and reporting, course creation, and user profile development. The development process involves thorough testing, organizing course content, analyzing data, creating courses, and developing user profiles in an iterative way.
Totara - Moodle for Corporate Training
Totara is a custom distribution of Moodle designed for the corporate sector. Totara partners have created customized training and development sites for Google, McDonald's, Nikon, BP, Tesco and Nike. Learn how Totara builds on Moodle, and offers additional features including individual learning plans, competency management and learning paths.
How to develop an e learning strategy
In learning and development there is often talk about the need to be more strategically focused. ELearning holds the promise of being flexible, faster and more effective than face to face learning. Without a strategic, quality-focused approach, however, employees are left dis-engaged, learning effectiveness is reduced and quality issues ensue.
It doesn’t have to be like this.
This interactive webinar will explore:
- what a strategic approach to eLearning looks like
- how digital learning technologies can be used to embed 70:20:10 blended learning approaches
- the stages of developing an eLearning strategy
- the different approaches that are required when getting starting with eLearning compared to when growing and expanding
some guidelines about when in-house development works and when you should outsource development
Instructional software
This document discusses different types of instructional tools including tutorials, instructional games, problem-solving programs, and simulations. Tutorials break down skills into steps and allow self-paced learning. Instructional games engage learners by requiring higher-order thinking and adding rules. Problem-solving programs promote analysis and applying knowledge in contexts. Simulations create authentic learning through virtual experimentation and practice. Resources are provided for evaluating each tool.
5720 Instructional Strategies:Tutorial
Tutorials provide one-on-one instruction to teach basic skills like math and reading. New material is broken into small segments to strengthen understanding. Tutors evaluate students' learning by asking questions, providing feedback and practice until learning goals are met. Tutoring allows students to work at their own pace while receiving individualized feedback, but it can also bore students or cause frustration if they don't see progress.
More Related Content
What's hot
Effectiveness of eLearning
This document discusses considerations for developing an effective eLearning strategy. It addresses determining goals and learner needs, selecting an LMS, implementing eLearning courses, and ensuring quality. Effective eLearning requires adapting to training goals, learner differences and the learning environment. Quality is key, and courses should be carefully planned and designed. The implementation process involves piloting courses, developing standards and processes, and continuously improving based on assessments. Factors like organizational culture and measuring progress are also important to avoid failures.
Pedagogical concerns for classroom practice
The document discusses several pedagogical concerns for using CALL (computer-assisted language learning) in the classroom. It notes that CALL software can offer different combinations and interfaces to adapt to various learner skills and abilities. The software objectives also indicate learners' advancement levels and allow teachers some control over the information students receive. Additionally, many CALL programs can be adapted to fit teachers' and learners' needs, allowing instructors to add or modify tasks. The document stresses the importance of establishing an interactive environment where learners have computer and internet access to facilitate collaborative work and discussions to develop group skills. It describes the computer as a virtual mediator that can effectively teach language without human intervention.
Bridging the Competency Gap with eLearning
How do you manage the gap between future workforce demand and supply?
A study conducted in 2008 by OPM estimated that by 2016 over 586,000—or more than 37 percent—of the Federal workforce will retire. Over the next three years, the Federal Government is expected to hire approximately 273,000 new employees.
Maximizing learning among multiple generations of employees while budgets are minimized is an essential part of a sound workforce plan and can be achieved with e-Learning.
Learn best practices that have helped Federal Agencies prepare for the future.
E learning Implementation strategy
The document discusses strategies for starting an eLearning initiative. It recommends defining business objectives through need analysis, establishing an implementation strategy including governance, IT readiness, content development plans, and adoption strategies like communication and incentives. An example case study is provided of an automobile company that improved training for blue-collar workers through their eLearning solution focusing on visual content in local languages.
eLearning: ...an update
An exploration of recent eLearning technologies, authoring, and best practices, using Marshall McLuhan's tetrad space.
Final presentation lead tech
Final presentation for our Darden Developing New Products and Services class.
Project was a mobile application using gamification principles to teach leadership development skills
Bb Tour ANZ 2017 - Workshop - Personalised learning & exemplary course design
How can we create a better learning experience for our learners? How can we create more engaging learning without the overhead for course creators and academics?
E learning Content development process
The document outlines the steps for developing e-learning content using the ADDIE model, which includes capture, conceptualize, create, cultivate, and commercialize. It discusses determining learning objectives through user research, developing content and instructional design, collaborating with subject matter experts, testing and revising the content, and ensuring compliance for hosting on a learning platform. Additional resources on the e-learning development process and the ADDIE model are also provided.
E learning strategy project nov 11
This document outlines an e-learning strategy with the following key points:
1. The organization aims to offer students a choice to attend learning face-to-face or online, and provide appropriate technological support.
2. New technologies like virtual classrooms and learning management systems will be used to expand e-learning applications such as professional development, blended learning courses, and engaging marginalized learners.
3. Staff will receive training and support to implement the e-learning strategy, which will start by selecting a virtual learning platform, prioritizing courses for conversion, and piloting the new system.
Grapevine learning lms and content
The document discusses a learning management system that provides tools to connect users anywhere at any time for training, testing, and certification. It allows uploading course materials, scheduling classes and activities, generating tests, and surveying learners for feedback. The system includes coaching programs and adaptive testing tools. Setup includes adding the client's branding, importing users, and uploading existing materials. Users have a personal schedule to track assigned content. It provides administrative options like assigning groups to courses, creating classes and tests, and generating reports. The system is hosted and supported, requiring no additional hardware, software, or IT resources from the client.
Adobe captivate prime brochure
Adobe Captivate Prime is a modern learning management system (LMS) that allows users to easily setup, deliver, and track learning. It offers a unique fluidic player to seamlessly play all types of content and allows note-taking. The LMS also provides gamification, mobile learning, offline access, and powerful reporting capabilities to measure learning impact and establish a learning culture. Administrators can create customized learning programs and plans to help employees develop skills and achieve training objectives.
E learning Strategy a simplified presentation
An eLearning strategy is a comprehensive plan of action to ensure the success of a broad eLearning initiative that adds value to the organization. The document discusses common mistakes in developing an eLearning strategy such as having no clear vision, focusing on technology over strategy, and failing to gain executive support. It also outlines key factors for a successful eLearning strategy such as building a strategic plan, leveraging industry best practices, and developing a learning/performance architecture that provides learners access to a variety of online and offline resources.
Maximize your e-Learning Strategy
My manager and I presented this at CUBIC (Corporate University Best-in-class Conference) 2006 held in Scottsdale Arizona.
Sales Presentation
This document provides information about MasterLink Training (MLT), including that it is a division of Herzing University that has been providing computer-based technology and soft skills training to corporate clients since 2001. MLT's mission is to provide the best learning solutions to help clients meet business needs now and in the future by offering up-to-date, industry-standard curriculum. MLT offers various learning methods like onsite, instructor-led, online, and self-discovery training. It has state-of-the-art facilities across Wisconsin and access to top instructors.
designing your online course
1. The document provides guidance on designing online courses and outlines several key elements that should be considered, including setting clear objectives, understanding your audience, integrating instructional and audience analysis, focusing on people, processes, technology, and administration.
2. It recommends using Mager's theory of behavioral objectives to write clear, measurable learning objectives for the course.
3. Several principles are discussed for each element, such as conducting needs analyses, centering course design around instructors and students, and carefully considering whether to build your own platform or use an existing one.
Michelle Schoen resume
Michelle Schoen has over 15 years of experience in instructional design and eLearning development. She has worked for Fortune 500 companies like Delta, AT&T, and IBM, and has owned her own training company focused on teaching Camtasia. She has an MS in Instructional Technology from Georgia State University and an MS in Project Management from George Washington University. Currently, she does contract instructional design work and owns two companies, LearnCamtasia and ScreencastVideoServices, focused on training others in eLearning tools like Camtasia.
Are You Involving these 6 Stakeholders when Converting Classroom Material to ...
Are You Involving these 6 Stakeholders when Converting Classroom Material to ...CommLab India – Rapid eLearning Solutions
If you want to ensure your classroom to eLearning conversion is a success, you need to involve all the stakeholders who have an impact on the project. Check six important stakeholders and how they can partner with you for successful eLearning implementation. Unit 6 presentation
The document describes the components and processes involved in developing and implementing a learning management system (LMS). It includes sections on testing and assessments, course content repository, analysis and reporting, course creation, user profile development and registration, learner tools, support tools, system requirements, and staff roles. The key components are testing and assessments, course content repository, analysis and reporting, course creation, and user profile development. The development process involves thorough testing, organizing course content, analyzing data, creating courses, and developing user profiles in an iterative way.
Totara - Moodle for Corporate Training
Totara is a custom distribution of Moodle designed for the corporate sector. Totara partners have created customized training and development sites for Google, McDonald's, Nikon, BP, Tesco and Nike. Learn how Totara builds on Moodle, and offers additional features including individual learning plans, competency management and learning paths.
How to develop an e learning strategy
In learning and development there is often talk about the need to be more strategically focused. ELearning holds the promise of being flexible, faster and more effective than face to face learning. Without a strategic, quality-focused approach, however, employees are left dis-engaged, learning effectiveness is reduced and quality issues ensue.
It doesn’t have to be like this.
This interactive webinar will explore:
- what a strategic approach to eLearning looks like
- how digital learning technologies can be used to embed 70:20:10 blended learning approaches
- the stages of developing an eLearning strategy
- the different approaches that are required when getting starting with eLearning compared to when growing and expanding
some guidelines about when in-house development works and when you should outsource development
What's hot (20)
Bb Tour ANZ 2017 - Workshop - Personalised learning & exemplary course design
Bb Tour ANZ 2017 - Workshop - Personalised learning & exemplary course design
Are You Involving these 6 Stakeholders when Converting Classroom Material to ...
Are You Involving these 6 Stakeholders when Converting Classroom Material to ...
Viewers also liked
Instructional software
This document discusses different types of instructional tools including tutorials, instructional games, problem-solving programs, and simulations. Tutorials break down skills into steps and allow self-paced learning. Instructional games engage learners by requiring higher-order thinking and adding rules. Problem-solving programs promote analysis and applying knowledge in contexts. Simulations create authentic learning through virtual experimentation and practice. Resources are provided for evaluating each tool.
5720 Instructional Strategies:Tutorial
Tutorials provide one-on-one instruction to teach basic skills like math and reading. New material is broken into small segments to strengthen understanding. Tutors evaluate students' learning by asking questions, providing feedback and practice until learning goals are met. Tutoring allows students to work at their own pace while receiving individualized feedback, but it can also bore students or cause frustration if they don't see progress.
EdTech 541: Instructional Software
This document discusses different types of instructional software that can be used for middle school math including drill and practice software, tutorial software, simulation software, educational game software, and problem-solving software. It provides examples of specific software for each type, such as IXL Math for drill and practice or Khan Academy for tutorials. The document also discusses the benefits of using instructional software in the classroom, such as increased motivation and self-paced learning.
Instructional software
This document discusses different types of instructional software that can be used in the classroom, including their advantages. It describes drill and practice software, which helps students practice basic skills through interactive exercises. Tutorial software presents information through text and graphics to model skills. Simulation software imitates real-world processes. Game-based learning uses games to motivate learning. Problem solving software allows students to practice critical thinking by analyzing problems. Overall, the document outlines how various instructional software tools can increase student engagement and motivation to improve learning when incorporated into classroom lessons.
Instructional Practice
The document outlines best practices for instructional design including:
1) Aligning instructional goals and strategies to support student learning.
2) Using a variety of teaching methods like tutorials, simulations and group work.
3) Assessing student understanding through tests, projects and on-the-job evaluations.
4) Developing instructional materials and adapting teaching based on formative assessment to meet student needs.
Instructional Software in the Art Classroom
This document discusses different types of instructional software that can be used to teach art, including their advantages. It describes drill and practice software, tutorials, simulations, instructional games, and problem solving software. For each type, it provides an example of a specific program that can be used, such as Quiz Revolution for drill and practice or Photoshop for simulations. It emphasizes that instructional software engages students, allows them to learn at their own pace, and provides real-world applications without risks. Teachers should evaluate software based on cost, availability, ease of use, and rated effectiveness.
Evaluating instructional software
This document summarizes a math computerized program designed by the Arab Bureau of Education for Gulf states. It is intended for students in grades 7-9 and covers math skills and problems from student textbooks. Each class, unit, and lesson has its own content and activities. The document evaluates the program based on pedagogical and technical standards, including whether the content is appropriate, the program is easy to use, and it supports learning objectives. Teachers are encouraged to monitor student achievement and integrate the program into their curriculum.
Instructional software evaluation
The document provides criteria for evaluating instructional software and web resources. It outlines 7 categories for software evaluation: 1) content, 2) design, 3) ability levels, 4) assessment, 5) ease of use, 6) technical quality, and 7) documentation and support. It also lists 4 criteria for evaluating web resources: 1) authority, 2) affiliation, 3) purpose and objectivity, and 4) content, learning process, audience and currency. The evaluation criteria focus on ensuring the accuracy, appropriateness and usability of content for students.
Instructional Modules
The document discusses various instructional factors to consider when designing effective tutorials, including:
1) The introduction should state clear objectives, motivate learners, and assess prerequisite knowledge.
2) Questions and responses should keep learners engaged, provide practice, and assess understanding. Feedback and remediation should follow responses.
3) The organization and sequencing of content, as well as learner control features, are also important factors for tutorial design.
Types of Instructional Software
The document defines and provides examples of 8 types of instructional software:
1. Applications such as MS Excel that teach skills and enhance problem solving.
2. Drill and practice software that reinforce skills through repetition like ECS Keyboard.
3. Tutorials like an Auslan sign language tutorial that guide learners through material.
4. Simulations like physics simulators that allow experimentation in safe environments.
5. Instructional games that make learning fun through challenges and competition like Save the Math Apples.
6. Problem-solving software that emphasize thinking over answers like StressAlyzer.
7. Multimedia programs that engage multiple learning styles using various media like Scholar's Desktop.
Achievement tests
Achievement tests measure what students have learned after a period of instruction. There are two main types - standardized tests which have uniform procedures and scoring, and teacher-made tests which assess learning in a particular classroom. Standardized tests provide norms and impartial information, while teacher-made tests help evaluate teaching effectiveness but have less accuracy and refinement. Both types of achievement tests are important for measuring student learning outcomes.
Preparation and evaluation of instructional materials
The document discusses instructional materials which are educational resources used to improve student learning. It outlines various types of instructional materials including printed materials, audio aids, visual aids, audiovisual aids, demonstrations, and community resources. The criteria for selecting instructional materials includes appropriateness, authenticity, interest, organization, and cost. Guidelines for using instructional materials include selecting materials, preparing students, guiding students through the experience, and following up after completion.
Interactive Teaching Strategies
This document discusses interactive teaching strategies to engage learners of all styles. It identifies the main learning styles as visual, auditory, and kinesthetic. Interactive teaching involves both the facilitator and learners, with questions and hands-on activities to stimulate discussion. Group work is highlighted as an effective strategy, as learners retain more when they discuss and apply the material. A variety of interactive techniques should be used to maintain interest, assess understanding, and make the session participatory.
Effective teaching strategies
This document discusses effective teaching strategies for training adult learners. It recommends applying principles of adult learning theory, which recognizes that adults learn best when they are actively engaged. Adults are autonomous, goal-oriented, and draw from life experiences. Effective teaching strategies include involving learners, relating topics to their goals and experiences, and showing relevance to their jobs. A variety of active learning methods, such as group activities, games, role-playing and problem-solving, should be used over traditional lecturing to improve retention.
Principles of Teaching:Different Methods and Approaches
The document discusses different approaches and methods for teaching. It defines key concepts like teaching approach, strategy, method, and technique. It also provides examples of different teaching approaches that range from teacher-centered to learner-centered. Direct instruction/lecture and demonstration are two methods discussed in more detail. For direct instruction, steps include demonstrating skills or concepts and providing guided and independent practice. Formative assessment is used during the process. Demonstration involves a teacher or student showing a process while others observe, and guidelines are provided for effective demonstrations.
Viewers also liked (15)
Preparation and evaluation of instructional materials
Preparation and evaluation of instructional materials
Principles of Teaching:Different Methods and Approaches
Principles of Teaching:Different Methods and Approaches
Similar to Instructional software ab
Instructional software
Tutorials provide step-by-step instruction for complex tasks through demonstration and active participation. They break down skills into subsections that build on each other to teach software programs or other tasks. Instructional games add rules to simulations and drills to increase learning through activity and practice. Problem-solving programs promote higher-order thinking by immersing learners in content-specific problem scenarios. Simulations create authentic learning experiences by allowing exploration and demonstration of tasks in realistic virtual environments.
Instructional_software
This document discusses five types of instructional software used in elementary schools: drill and practice, tutorials, simulations, instructional games, and problem solving. It provides examples and advantages of each type. Drill and practice software provides immediate feedback to help students gain automaticity in skills. Tutorials can provide complete self-paced lessons comparable to teacher-created ones. Simulations allow students to learn through experience and observe processes at different speeds. Instructional games motivate students through fun activities while reinforcing skills. Problem solving software challenges students to hone problem solving abilities.
Cets 2013 carr making blended learning more effective
This document discusses blended learning and provides examples of how organizations have implemented blended learning programs. It defines blended learning as combining formal and informal learning strategies by integrating online and in-person learning experiences. The document outlines how to increase the success of blended learning programs through the use of a blended learning portal, and provides two examples of organizations that achieved cost savings and increased completion rates using blended learning portals for self-study and virtual classroom programs. Participant feedback on blended learning programs is also presented.
Chapter 10 - Developing Instructional Materials
This document discusses developing instructional materials. It describes the instructor's roles in delivering instruction and ensuring students understand. The instructor plans instructional strategies and develops materials to help students master objectives. These materials can include media and existing resources. The document outlines objectives like describing the designer's role and developing materials based on instructional strategies. It provides guidance on analyzing instructional needs, developing prototypes, and evaluating materials through formative assessment.
Module 7pres
The document discusses the key elements of designing integrated hybrid and online courses, including determining course competencies and learning objectives, developing assessments to measure student progress, creating instructional materials and learning experiences to engage students, and synthesizing these elements into a course syllabus that incorporates interaction and technology. Faculty are provided with sample materials and resources to help with course planning, development of assessments and activities, and creation of an accessible online course.
Applying Gamification Principles to Online Faculty Professional Development
Presentation delivered to the Nevada Conference on Digital Learning, April 12, 2014 in Las Vegas, Nevada.
Web-based Self- and Peer Assessment of Teachers Digital Competences
Presentation in the research group seminar, Institute of Informatics, Tallinn University, 7 March 2012.
Based on the following publication:
Põldoja, H., Väljataga, T., Tammets, K., & Laanpere, M. (2011). Web-based Self- and Peer- assessment of Teachers’ Educational Technology Competencies. In H. Leung, E. Popescu, Y. Cao, R. Lau, & W. Nejdl (Eds.), Advances in Web-Based Learning – ICWL 2011: 10th International Conference, Hong Kong, China, December 2011. Proceedings (pp. 122–131). Berlin / Heidelberg: Springer. http://www.springerlink.com/content/e3t2042568271213/
Learning Management Systems - Online Education
This document discusses learning management systems (LMS) and how they can be used for online education and employee training. It begins by explaining that LMS tools are used by schools and companies to track student/employee progress and ensure skills and processes are up to date. The rest of the document outlines key aspects of setting up and implementing an LMS, including: components like content hosting, reporting, and communication tools; use cases like onboarding, training, and knowledge retention; and options for hosted or open-source systems. It emphasizes using data from LMS to identify training needs and high/low performers, and provides examples of how libraries can implement LMS for staff and patron training.
How to Build an E-learning Platform A Step-by-Step Guide.pptx
building dedicated e-learning platforms is a comprehensive process involving different steps. It requires detailed planning, high levels of technical expertise, and a deep understanding of the needs of the target audience. It becomes easy to follow these steps and unlock the potential of the right tools and resources for developing an effective online learning platform.https://www.acadecraft.com/learning-solutions/e-learning-platform-services/
Applying Gamification Principles to Online Faculty Professional Development
This document discusses applying gamification principles to online faculty professional development. It describes challenges with the completion rate of an existing online professional development course for faculty. Gamification elements from games could be used to encourage higher completion rates and build flexibility. These include allowing a non-linear format where modules can be completed in any order, issuing digital badges for achievements, and adding optional "mini-quests". The goal is to make online professional development more engaging for busy faculty by applying principles from game design.
Instructional design and blended learning to extend the reach of a research p...
This document summarizes an instructional design approach used to expand the reach of the FEAST (Feed Assessment Tool) research product. Instructional designers worked with subject matter experts to develop blended learning materials including an online self-guided course with 12 lessons and 60 videos. These materials were designed to improve and standardize classroom instruction while allowing broader access through online learning. By applying principles of adult learning and designing for offline use, the revised FEAST training program aims to scale up the impact of the research by effectively equipping more people with the skills and knowledge to apply the FEAST methodology.
Acpet Moodle from Scratch Version 2
This document discusses implementing and using Moodle as a learning management system (LMS) for blended learning. It covers:
- Options for delivering content both online and face-to-face using different modes like self-paced and facilitated online learning.
- Common activities, resources, and tools available in Moodle like forums, wikis and assignments that can be used for teaching and assessment.
- Best practices for applying different blends of modes and tools depending on the type of course, like using social learning tools for soft skills.
- Considerations for hosting, content development, staff support, and integrating an LMS with other systems.
Content acquisition process
This presentation was developed by the California Technology Assistance Project Program Management Committee, under the direction of the Online Learning Collaborative Subcommittee of the California County Superintendents Educational Service Agency.
This workshop is designed for schools and districts that are making decisions about the types of content to purchase for online courses, and evaluating content providers for best fit. This outline provides the training agenda, with notes about time and process. This workshop is designed for 3 hours, but could be adjusted to be shorter or longer based on district needs.
Digital texts & e content
The document discusses digital textbooks and e-content. It defines digital textbooks as digitized versions of printed textbooks that can be accessed through wired or wireless networks. It describes three types of digital textbooks: scanned print versions, digital books with added interactivity, and digital offerings without resembling printed books. The document also outlines the process of creating digital textbooks, including selecting a template, adding content and interactivity, and publishing. Finally, it discusses approaches to e-learning and the phases of developing e-content, including analysis, design, development, testing, implementation, and evaluation.
E learning course
The document provides guidance on designing effective e-learning courses for medical education. It discusses advantages like increased access and flexibility, as well as disadvantages like lack of in-person interaction and monitoring academic honesty. It recommends clearly defining objectives and assessments. Content should be validated and emphasize essential concepts. Effective mentoring and peer interactions are important supports for online learning. Usability and proper planning are keys to overcoming barriers to successful e-learning implementation.
E content
This document discusses e-content and online e-learning platforms. It defines e-content as digital content delivered electronically for educational purposes. It describes various forms of e-content including text, videos, assessments, and resources. The document outlines the ADDIE model for designing e-content which includes analysis, design, development, implementation, and evaluation phases. It provides details on developing e-content scripts and using a four quadrant approach. Finally, it discusses online e-learning platforms like MOOCs, their features, assessments, and how they can provide credentials or credit.
Robot Portal
Presentation I gave at CMU\'s 2008 Robotics Educators Conference.
From the abstract:
"Educators have discovered that robots provide new and exciting ways to teach students about STEM concepts. Given the advantages of robotics-based education schools across the nation are busy creating after-school robotics programs. Although the programs are well-received by teachers, students and parents, a pattern of challenges is beginning to emerge:
• Busy schedules - given the various demands on free time for both teachers and students it is often difficult to carve out a common time for everyone to meet face-to-face.
• Meeting time is limited - if a common meeting time can be found it is often just an hour or two per week. Such a short time period makes it difficult to both teach lessons as well as apply the lessons to actually build robots.
• Distance to school limits who can participate - Students who commute to school from far distances may not be able to fully participate due to transportation issues.
• Knowledge silos - Classroom-based programs tend to form “soft boundaries” that inhibit the transfer of knowledge, best practices, and lessons learned across school districts. Lessons learned and innovative solutions created by students in a particular classroom often stay just within that classroom.
This presentation will share lessons-learned from teaching summer camps and after-school programs using a traditional instructor-led teaching approach. In the presentation the author will describe his on-going work of migrating to a blended learning approach using Web 2.0 community technologies integrated with a Learning Management System.
The goal is to have students first use the web-based LMS to learn the robot-related STEM concepts and then meet face-to-face to perform hands-on labs. The hypothesis examined in this presentation is whether using an LMS helps students learn core concepts more effectively, thereby enabling hands-on sessions to focus on the application of the newly acquired knowledge. The LMS selected for this program provides a patented learning model that has been proven to significantly improve students’ ability to retain key learning points over an extended period. An ancillary benefit is the ability to provide insight into a student’s learning progress to key stakeholders such as instructors and parents. Access to the LMS and community website is being offered to schools and home school groups free of charge."
itslearning product roadmap
In deze roadmap kunt u de recente updates (maart 2013) van het itslearning leerplatform zien en kunt u lezen op welke onderdelen het ontwikkelteam van itslearning global zich de komende tijd gaat richten.
Klik op 'Follow' om een bericht te ontvangen als er nieuwe presentaties van itslearning Nederland beschikbaar zijn.
Creating digital portfolios
Information on creating portfolios for students or teachers highlighting several Web 2.0 tools. This provides steps, ideas and purpose of a digital portfolio.
Cets 2016 fisher munoz agile project management methods for e learning
Cets 2016 fisher munoz agile project management methods for e learningChicago eLearning & Technology Showcase
This document discusses how agile project management methods can be applied to eLearning development. Some key benefits of the agile approach include prioritizing individuals and collaboration over processes and tools. The document outlines the scrum framework, including sprints, backlogs, stories and tasks. An example workflow for course development is presented, showing iterations within a sprint. Best practices are provided for designing large blended learning curriculums using agile methods.Similar to Instructional software ab (20)
Cets 2013 carr making blended learning more effective
Cets 2013 carr making blended learning more effective
Applying Gamification Principles to Online Faculty Professional Development
Applying Gamification Principles to Online Faculty Professional Development
Web-based Self- and Peer Assessment of Teachers Digital Competences
Web-based Self- and Peer Assessment of Teachers Digital Competences
How to Build an E-learning Platform A Step-by-Step Guide.pptx
How to Build an E-learning Platform A Step-by-Step Guide.pptx
Applying Gamification Principles to Online Faculty Professional Development
Applying Gamification Principles to Online Faculty Professional Development
Instructional design and blended learning to extend the reach of a research p...
Instructional design and blended learning to extend the reach of a research p...
Cets 2016 fisher munoz agile project management methods for e learning
Cets 2016 fisher munoz agile project management methods for e learning
Instructional software ab
- 2. Tutorials • Relative Advantage • Tutorials employ several learning strategies including a direct means of content delivery, demonstration and active participation. These products allow the instructor to create a learning module that shows the learner step by step instructions for completing complex tasks inside a user interface. • Definition and Purpose • Tutorials can be utilized to break down large skillsets into sub-sections which build on each other. There are many software programs that require knowledge of multiple tasks and knowledge of the program. Tutorials tie these components together for the learner through a interactivity, user control and a self-paced format. • Resources • Lynda.com is a highly regarded software tutorial website, and is a good benchmark for evaluating content and organizational quality of tutorials. • http://www.lynda.com/
- 3. Instructional Games • Relative Advantage • The imposition of game rules can work towards creating a more engaging environment by requiring higher levels of thought in Bloom’s Taxonomy, such as analyzing, evaluating and creating. • Definition and Purpose • Instructional games, like simulations, allow the learner to drill and practice the skill sets with the addition of rules, increasing content-area specific learning. The level of activity appeal and instructional value determine the worth in the educational situation. • Resources • Click below for an interesting article on ways teachers can evaluate educational games: • http://mashable.com/2012/05/18/educational-video-games-how-to/
- 4. Problem-Solving Programs • Relative Advantage • Problem solving programs promote higher levels of learning in Bloom’s Taxonomy, such as analysis. Interesting and well-planned problem solving games can bridge gaps in understanding of specific content areas by immersion in a virtual learning environment. • Definition and Purpose • Problem solving programs require the learner to analyze, evaluate and apply knowledge in a content-specific situational context as long as the learner can communicate their thinking processes. • Resources • Click below for an interesting article on evaluating spatial knowledge through problem-solving in virtual learning environments. • http://www.philippe-fournier-viger.com/evaluating_spatial_knowledge.pdf
- 5. Simulations • Relative Advantage • Simulations create an authentic learning experience that breaks through learning barriers in unique ways by building “experience” completing tasks in a semi-realistic virtual environment. • Definition and Purpose • Simulations are a virtual learning environment that allow demonstration and exploration within the confines of “realistic” parameters. This allows observation, experimentation and practice. • Resources • Click below for an interesting research article on evaluation criteria for simulation software. • http://polaris.umuc.edu/its/online_lab/criterion_labs_article.pdf
- 6. Drill and Practice • Relative Advantage • This instructional software allows learners to gain experience through repetitive completion of tasks that are in line with the objectives of the learning exercise. The benefit is immediate feedback and rapid performance improvement. • Definition and Purpose • Drill and practice is one of the most basic and powerful ways to gain proficiency as a given set of tasks. The purpose is to gain familiarity and experience in a basic but fundamental way if the feedback is quick and appropriate. There are three main types; learning station, free-time choice and groupware. • Resources • Click below for an interesting website that explores the evaluation of drill and practice software. • http://rekhaeducationalsoftware.blogspot.com/2010/01/drill-and-dractice- instrustional.html