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 different types of learning activities including absorb, do, and connect activities. Absorb activities involve acquiring knowledge passively, such as through readings, presentations, or field trips. Do activities require active participation, such as practice activities, games, simulations, and discovery activities. Connect activities help students relate what they learn to real life experiences through activities like asynchronous discussions, original work, research, and job aids. The ideal learning approach incorporates all three types of activities.
The document describes an instructional design model that has 9 iterative and interdependent steps for developing instructional programs in a systemic and flexible way. It focuses on identifying instructional problems, learner characteristics, objectives, sequencing content, designing strategies, planning delivery, and evaluating objectives. The model allows designers to begin at any point and revise designs concurrently for adaptability. However, constant revision may be time-consuming.
An Introduction To The Dick & Carey Instructional Design ModelLarry Weas
The nine basic steps (excluding Summative Evaluation) represent a set of procedures, which is referred to as the systems approach because it is made up of interacting components, each having its own input and output, which together produce predetermined products using the ADDIE process.
Edu 5356 curriculum theory chapter 4 and 9Reen T. Ali
The document summarizes key aspects of curriculum theory from various sources in two chapters. Chapter 4 discusses theory processes in curriculum, including definitions, theory content and building activities. It also examines exemplars in curriculum thinking from different historical periods. Chapter 9 defines basic terms related to the nucleus of a curriculum. Overall, the document provides an overview of curriculum theory, its components and development over time.
This presentation discusses the similarities and differences of two instructional design models: ADDIE MODEL & Dick & Carey Model, their history and their importance.
The ADDIE model is a five-phase instructional design model that is commonly used by instructional designers to develop effective training programs. The five phases are analysis, design, development, implementation, and evaluation. In the analysis phase, learning needs are identified. In design, learning objectives are established. Development involves creating instructional materials. Implementation is delivering the training. Evaluation assesses the effectiveness of the training. The ADDIE model provides a systematic approach to creating instruction but can be time-consuming and require revisions between phases.
Selected instructional design models are considered, including ASSURE, Morrison Ross & Kemp, Dick, Carey, and Carey, Delphi, DACUM, and rapid prototyping. Drs. Sharon Smaldino, Gary Morrison, Rob Branch, Walt Dick, and Steve Ross offered quotes to include in this presentation about their models and instructional design.
Curriculum mapping is an ongoing process that allows teachers to document what is taught in the classroom and align it with standards to improve student achievement. It involves teachers collaborating to map out essential questions, content, skills, assessments, and lessons for each unit to identify gaps and ensure horizontal and vertical alignment. The goal is to support data-informed decision making and ensure the curriculum is meeting student needs.
The document discusses different types of learning activities including absorb, do, and connect activities. Absorb activities involve acquiring knowledge passively, such as through readings, presentations, or field trips. Do activities require active participation, such as practice activities, games, simulations, and discovery activities. Connect activities help students relate what they learn to real life experiences through activities like asynchronous discussions, original work, research, and job aids. The ideal learning approach incorporates all three types of activities.
The document describes an instructional design model that has 9 iterative and interdependent steps for developing instructional programs in a systemic and flexible way. It focuses on identifying instructional problems, learner characteristics, objectives, sequencing content, designing strategies, planning delivery, and evaluating objectives. The model allows designers to begin at any point and revise designs concurrently for adaptability. However, constant revision may be time-consuming.
An Introduction To The Dick & Carey Instructional Design ModelLarry Weas
The nine basic steps (excluding Summative Evaluation) represent a set of procedures, which is referred to as the systems approach because it is made up of interacting components, each having its own input and output, which together produce predetermined products using the ADDIE process.
Edu 5356 curriculum theory chapter 4 and 9Reen T. Ali
The document summarizes key aspects of curriculum theory from various sources in two chapters. Chapter 4 discusses theory processes in curriculum, including definitions, theory content and building activities. It also examines exemplars in curriculum thinking from different historical periods. Chapter 9 defines basic terms related to the nucleus of a curriculum. Overall, the document provides an overview of curriculum theory, its components and development over time.
This presentation discusses the similarities and differences of two instructional design models: ADDIE MODEL & Dick & Carey Model, their history and their importance.
The ADDIE model is a five-phase instructional design model that is commonly used by instructional designers to develop effective training programs. The five phases are analysis, design, development, implementation, and evaluation. In the analysis phase, learning needs are identified. In design, learning objectives are established. Development involves creating instructional materials. Implementation is delivering the training. Evaluation assesses the effectiveness of the training. The ADDIE model provides a systematic approach to creating instruction but can be time-consuming and require revisions between phases.
Selected instructional design models are considered, including ASSURE, Morrison Ross & Kemp, Dick, Carey, and Carey, Delphi, DACUM, and rapid prototyping. Drs. Sharon Smaldino, Gary Morrison, Rob Branch, Walt Dick, and Steve Ross offered quotes to include in this presentation about their models and instructional design.
Curriculum mapping is an ongoing process that allows teachers to document what is taught in the classroom and align it with standards to improve student achievement. It involves teachers collaborating to map out essential questions, content, skills, assessments, and lessons for each unit to identify gaps and ensure horizontal and vertical alignment. The goal is to support data-informed decision making and ensure the curriculum is meeting student needs.
The document discusses the key elements of a PYP (Primary Years Programme) curriculum. It explains that a PYP curriculum is transdisciplinary and inquiry-based, with learning organized through units of inquiry addressed in a programme of inquiry. Each unit explores a central idea through lines of inquiry and allows students to investigate globally significant issues. The document also notes that PYP schools ensure learning is engaging, relevant, challenging, significant, constructivist, concept-based, and involves taking responsible action. It describes how the programme of inquiry and unit planners synthesize the essential elements and create connections between the written, taught, and assessed curriculum.
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 key aspects of instructional design including:
1. It outlines various instructional design models such as ADDIE, Dick and Carey, and Understanding by Design that provide frameworks for developing effective instruction.
2. Core components of instructional design models are identified as needs analysis, defining objectives, designing instructional strategies, and evaluating outcomes.
3. Effective instructional design considers learner characteristics, ties content to learner experiences, and builds positive expectations for success.
This document discusses four major theories of curriculum development:
1. Social meliorism posits that education can improve society by increasing individual intelligence regardless of background.
2. John Dewey's theory focuses on connecting subjects to students' everyday lives and categorizes behaviors into expressive, constructive, artistic and social instincts.
3. Social efficiency aims to educate students according to aptitude as determined by IQ tests in order to funnel them into professions.
4. Developmentalism bases the curriculum on students' emotional and behavioral characteristics rather than IQ or instincts.
The document discusses two instructional design models: the ADDIE model and the ASSURE model. The ADDIE model consists of five phases - Analysis, Design, Development, Implementation, and Evaluation. It is a flexible guideline for building effective training. The ASSURE model focuses on analyzing learners, stating objectives, selecting appropriate methods and materials, utilizing the methods and materials, requiring learner participation, and evaluating outcomes. Both models provide stages for instructional designers to follow in order to help learners achieve instructional goals. The ADDIE model emphasizes formative and summative evaluation, while the ASSURE model incorporates learner participation and the integration of technology into the design process.
This document describes the Technology Integration Model (TIP) which is a 5-phase process for integrating technology into teaching based on the work of M.D. Roblyer. The 5 phases are: 1) Determine relative advantage of using technology; 2) Decide on objectives and assessments; 3) Design integration strategies; 4) Prepare the instructional environment; 5) Evaluate and revise integration strategies. Each phase involves answering key questions to guide teachers through planning, implementation, and evaluation of technology integration. The goal is to ensure efficient and successful use of technology to address instructional problems and meet learning objectives.
History, theories and models of instructional designingIjaz Ahmad
The document provides an overview of the history and theories of instructional design. It discusses early influences, the programmed instruction movement from the 1950s to today, and three major learning theories (behaviorism, cognitivism, and constructivism) and their implications for instructional design. It also describes several instructional design models, focusing on the ADDIE model which is a systematic process of analysis, design, development, implementation, and evaluation used to create effective training and learning.
This document discusses different approaches to curriculum design. It describes learner-centered and problem-solving approaches that focus on the needs, interests and abilities of learners. The learner-centered approach considers the whole child and provides freedom for self-discovery. The problem-solving approach views learners as capable of directing themselves to resolve problems independently. Both approaches emphasize learning through real-life problems and preparing learners for civic responsibilities.
Instructional Design Model Comparison Chartcoloherzogs
1) The document compares several instructional design models: Dynamic Instructional Design (DID), Backward Design, ASSURE, and ADDIE.
2) DID is a six-step model that incorporates continual feedback, Backward Design focuses on setting goals before instruction, ASSURE emphasizes active student participation, and ADDIE is a five-phase process used to design individual lessons.
3) While each model has advantages, the needs of elementary music education are best met by Backward Design, which aligns with how music teachers plan based on preparing students for performances.
Smith & ragan instructional design theoryGurmin Hans
The document summarizes the Smith and Ragan instructional design model, which is rooted in Robert Gagne's learning theory. The model is system-oriented and suitable for designing entire courses or curriculums. It involves four main phases - analysis, strategy development, implementation, and evaluation - which are interconnected. The design process is iterative. The model has four components: contextual analysis, learner analysis, task analysis, and planning for assessment. It emphasizes sequencing instructional events and developing specific instructional strategies. Implementation involves putting designs into practice, while evaluation determines if instructional goals were achieved.
Direct instruction is an explicit teaching method where teachers demonstrate skills through lectures and examples rather than exploratory learning. It involves systematically teaching skills in scaffolded steps with no room for errors. The philosophy is that teachers must clearly explain and demonstrate what students are expected to learn so students learn more. Direct instruction rejects the idea that students will develop insights on their own and instead takes learners through systematic steps to help them see the purpose and results.
The ADDIE model is an instructional design model consisting of 5 phases: Analysis, Design, Development, Implementation, and Evaluation. The Analysis phase involves gathering data to determine training needs and goals. In the Design phase, objectives and lessons are created. During Development, materials and activities are produced. In Implementation, the training is delivered. Finally, Evaluation assesses the effectiveness of the training through various methods. The ADDIE model provides a systematic approach to creating effective instructional materials and programs.
The document discusses the importance and principles of effective demonstrations in teaching. It defines a demonstration as publicly showing the merits of a concept, method, or process to convince an audience. Key points include establishing rapport, avoiding assuming prior knowledge, highlighting potential issues, and checking for understanding. The demonstrator should keep things simple, focused, and at an appropriate pace while maintaining engagement and concluding with a summary.
Meta cognition strtegies for appropriate learningayoub babar
This document discusses metacognitive strategies for appropriate learning. It defines metacognition as thinking about thinking and knowing what is known and unknown. It describes metacognitive knowledge and regulation and lists 14 pedagogical strategies to develop metacognition, including think-pair-share, self-reflection, questioning, goal setting and graphic organizers. Strengths of metacognitive strategies are outlined as shaping active learning and responsibility. Limitations include potential difficulties with problem solving and language skills. The conclusion states that metacognitive strategies enable students to develop skills to solve simple and complex problems.
This document provides an overview of action research, including its history, key characteristics, types, design process, and role of reflection. Action research began with Kurt Lewin in the 1940s and aims to solve practical problems through participatory and cyclical research. It positions itself within the critical theoretical research paradigm as research done "with" rather than "on" or "for" people. The presentation reviews action research methodology, emphasizing its practical and collaborative nature. It also addresses validity, ethics, and the importance of reflection in the action research process.
Curriculum assessment involves collecting information to evaluate curriculum goals, student learning, and instruction. There are three types of curriculum: intended, implemented, and achieved. The intended curriculum refers to initial objectives, the implemented curriculum involves teaching methods and activities, and the achieved curriculum assesses student learning outcomes. Effective curriculum assessment uses multiple strategies to evaluate student performance against clear criteria and curriculum goals throughout the learning process.
Action research is a process of systematic inquiry conducted by practitioners to improve their own practices. It typically involves identifying an area for improvement, developing and implementing a plan for change, collecting and analyzing data about the results of the changes, and reflecting on and sharing the results. The goal is to help practitioners improve their own work by examining their practices collaboratively and making adjustments based on what they learn.
Humanism is a paradigm and philosophy that views learning as a personal act for self-actualization. Key proponents include Maslow and Rogers. It developed in northern Italy in the 13th-14th centuries and emphasizes student-centered and personalized learning, with the educator facilitating. Knowledge comes from observation and rational analysis. It believes in ethical values from human experience and finding meaning through relationships and benefiting society.
An overview on instructional design, its meaning and purpose, a model for design, what does a designer do and things to consider about varied learners to whom the design is intended for
The document discusses the key elements of a PYP (Primary Years Programme) curriculum. It explains that a PYP curriculum is transdisciplinary and inquiry-based, with learning organized through units of inquiry addressed in a programme of inquiry. Each unit explores a central idea through lines of inquiry and allows students to investigate globally significant issues. The document also notes that PYP schools ensure learning is engaging, relevant, challenging, significant, constructivist, concept-based, and involves taking responsible action. It describes how the programme of inquiry and unit planners synthesize the essential elements and create connections between the written, taught, and assessed curriculum.
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 key aspects of instructional design including:
1. It outlines various instructional design models such as ADDIE, Dick and Carey, and Understanding by Design that provide frameworks for developing effective instruction.
2. Core components of instructional design models are identified as needs analysis, defining objectives, designing instructional strategies, and evaluating outcomes.
3. Effective instructional design considers learner characteristics, ties content to learner experiences, and builds positive expectations for success.
This document discusses four major theories of curriculum development:
1. Social meliorism posits that education can improve society by increasing individual intelligence regardless of background.
2. John Dewey's theory focuses on connecting subjects to students' everyday lives and categorizes behaviors into expressive, constructive, artistic and social instincts.
3. Social efficiency aims to educate students according to aptitude as determined by IQ tests in order to funnel them into professions.
4. Developmentalism bases the curriculum on students' emotional and behavioral characteristics rather than IQ or instincts.
The document discusses two instructional design models: the ADDIE model and the ASSURE model. The ADDIE model consists of five phases - Analysis, Design, Development, Implementation, and Evaluation. It is a flexible guideline for building effective training. The ASSURE model focuses on analyzing learners, stating objectives, selecting appropriate methods and materials, utilizing the methods and materials, requiring learner participation, and evaluating outcomes. Both models provide stages for instructional designers to follow in order to help learners achieve instructional goals. The ADDIE model emphasizes formative and summative evaluation, while the ASSURE model incorporates learner participation and the integration of technology into the design process.
This document describes the Technology Integration Model (TIP) which is a 5-phase process for integrating technology into teaching based on the work of M.D. Roblyer. The 5 phases are: 1) Determine relative advantage of using technology; 2) Decide on objectives and assessments; 3) Design integration strategies; 4) Prepare the instructional environment; 5) Evaluate and revise integration strategies. Each phase involves answering key questions to guide teachers through planning, implementation, and evaluation of technology integration. The goal is to ensure efficient and successful use of technology to address instructional problems and meet learning objectives.
History, theories and models of instructional designingIjaz Ahmad
The document provides an overview of the history and theories of instructional design. It discusses early influences, the programmed instruction movement from the 1950s to today, and three major learning theories (behaviorism, cognitivism, and constructivism) and their implications for instructional design. It also describes several instructional design models, focusing on the ADDIE model which is a systematic process of analysis, design, development, implementation, and evaluation used to create effective training and learning.
This document discusses different approaches to curriculum design. It describes learner-centered and problem-solving approaches that focus on the needs, interests and abilities of learners. The learner-centered approach considers the whole child and provides freedom for self-discovery. The problem-solving approach views learners as capable of directing themselves to resolve problems independently. Both approaches emphasize learning through real-life problems and preparing learners for civic responsibilities.
Instructional Design Model Comparison Chartcoloherzogs
1) The document compares several instructional design models: Dynamic Instructional Design (DID), Backward Design, ASSURE, and ADDIE.
2) DID is a six-step model that incorporates continual feedback, Backward Design focuses on setting goals before instruction, ASSURE emphasizes active student participation, and ADDIE is a five-phase process used to design individual lessons.
3) While each model has advantages, the needs of elementary music education are best met by Backward Design, which aligns with how music teachers plan based on preparing students for performances.
Smith & ragan instructional design theoryGurmin Hans
The document summarizes the Smith and Ragan instructional design model, which is rooted in Robert Gagne's learning theory. The model is system-oriented and suitable for designing entire courses or curriculums. It involves four main phases - analysis, strategy development, implementation, and evaluation - which are interconnected. The design process is iterative. The model has four components: contextual analysis, learner analysis, task analysis, and planning for assessment. It emphasizes sequencing instructional events and developing specific instructional strategies. Implementation involves putting designs into practice, while evaluation determines if instructional goals were achieved.
Direct instruction is an explicit teaching method where teachers demonstrate skills through lectures and examples rather than exploratory learning. It involves systematically teaching skills in scaffolded steps with no room for errors. The philosophy is that teachers must clearly explain and demonstrate what students are expected to learn so students learn more. Direct instruction rejects the idea that students will develop insights on their own and instead takes learners through systematic steps to help them see the purpose and results.
The ADDIE model is an instructional design model consisting of 5 phases: Analysis, Design, Development, Implementation, and Evaluation. The Analysis phase involves gathering data to determine training needs and goals. In the Design phase, objectives and lessons are created. During Development, materials and activities are produced. In Implementation, the training is delivered. Finally, Evaluation assesses the effectiveness of the training through various methods. The ADDIE model provides a systematic approach to creating effective instructional materials and programs.
The document discusses the importance and principles of effective demonstrations in teaching. It defines a demonstration as publicly showing the merits of a concept, method, or process to convince an audience. Key points include establishing rapport, avoiding assuming prior knowledge, highlighting potential issues, and checking for understanding. The demonstrator should keep things simple, focused, and at an appropriate pace while maintaining engagement and concluding with a summary.
Meta cognition strtegies for appropriate learningayoub babar
This document discusses metacognitive strategies for appropriate learning. It defines metacognition as thinking about thinking and knowing what is known and unknown. It describes metacognitive knowledge and regulation and lists 14 pedagogical strategies to develop metacognition, including think-pair-share, self-reflection, questioning, goal setting and graphic organizers. Strengths of metacognitive strategies are outlined as shaping active learning and responsibility. Limitations include potential difficulties with problem solving and language skills. The conclusion states that metacognitive strategies enable students to develop skills to solve simple and complex problems.
This document provides an overview of action research, including its history, key characteristics, types, design process, and role of reflection. Action research began with Kurt Lewin in the 1940s and aims to solve practical problems through participatory and cyclical research. It positions itself within the critical theoretical research paradigm as research done "with" rather than "on" or "for" people. The presentation reviews action research methodology, emphasizing its practical and collaborative nature. It also addresses validity, ethics, and the importance of reflection in the action research process.
Curriculum assessment involves collecting information to evaluate curriculum goals, student learning, and instruction. There are three types of curriculum: intended, implemented, and achieved. The intended curriculum refers to initial objectives, the implemented curriculum involves teaching methods and activities, and the achieved curriculum assesses student learning outcomes. Effective curriculum assessment uses multiple strategies to evaluate student performance against clear criteria and curriculum goals throughout the learning process.
Action research is a process of systematic inquiry conducted by practitioners to improve their own practices. It typically involves identifying an area for improvement, developing and implementing a plan for change, collecting and analyzing data about the results of the changes, and reflecting on and sharing the results. The goal is to help practitioners improve their own work by examining their practices collaboratively and making adjustments based on what they learn.
Humanism is a paradigm and philosophy that views learning as a personal act for self-actualization. Key proponents include Maslow and Rogers. It developed in northern Italy in the 13th-14th centuries and emphasizes student-centered and personalized learning, with the educator facilitating. Knowledge comes from observation and rational analysis. It believes in ethical values from human experience and finding meaning through relationships and benefiting society.
An overview on instructional design, its meaning and purpose, a model for design, what does a designer do and things to consider about varied learners to whom the design is intended for
This document provides an overview of the topics that will be covered in an advanced instructional design course over the first two weeks. The course will focus on critical thinking skills for instructional design, including analyzing instruction, generating purposes and questions, using information, making inferences, and determining assumptions and implications. It will also cover the basic elements of thought and logic. The document defines key terms related to instructional design, learning theory, and instructional development models. It discusses systems theory, behaviorism, cognitivism, constructivism and other learning theories. It also addresses categories of learning outcomes, objectives, standards, and issues related to instructional design and student learning.
This document summarizes key concepts about e-learning design from the book E-Learning by Design by William Horton. It defines e-learning as using technology for learning experiences. There are varieties of e-learning like standalone courses, simulations, mobile learning, and social learning. Design involves planning instruction, while development is implementation. Instructional design is the process of planning learning by applying learning principles. Various design perspectives and influences are discussed, along with aligning learning goals, objectives, sequences, and activities to create effective e-learning.
Instructional design is the systematic planning of instruction to help transfer knowledge between teachers and learners. It includes needs assessment, development, evaluation, implementation, and evaluation of materials and practices. Instructional design is informed by educational theories and performed by teachers, librarians, instructional designers, and others. The goal is to meet learning objectives, anticipate needs, and improve the learning experience.
This document provides information on several instructional design models and concepts. It discusses the ADDIE model which consists of five phases: analysis, design, development, implementation, and evaluation. It also covers Bloom's Taxonomy, a classification of learning objectives, and the ASSURE instructional design model. Finally, it summarizes the Dick and Carey systems approach model of instructional design.
This document introduces the ADDIE (Analyze, Design, Develop, Implement, Evaluate) instructional design model to the training specialists at Letstalk.com. The 5-step ADDIE model provides a framework for developing effective training materials in a efficient manner. The document outlines each step of the ADDIE model, describing the key activities involved in analyzing needs, designing curriculum, developing materials, implementing training, and evaluating outcomes. The overall goal is for training specialists to understand and apply the ADDIE process to planning and creating instructional programs.
The document discusses various metaphors that have been used to describe learning theories and their relationship to instructional design. It describes metaphors used in behavioral learning such as "black box" and "response strengthening". It also covers metaphors for cognitive learning like "information processing" and "knowledge acquisition". Constructivist metaphors discussed include "knowledge construction", "anchoring", and "inquiry". Social constructivist metaphors include "knowledge building", "negotiations", and "participation in communities of practice".
Effective online teaching and student engagementlslim
The document outlines key considerations for planning an effective online course using the ADDIE model of instructional design. This includes analyzing learner characteristics, the learning environment and context. In the design stage, the document emphasizes defining objectives, assessments, and instructional strategies aligned to the objectives. It also covers developing appropriate learning resources while following copyright guidelines. Implementation involves field testing and training students on usage. Evaluation gathers feedback on reactions, learning, and return on investment.
Instructional Design for Competence-based LearningTang Buay Choo
The document summarizes an instructional design presentation on competence-based learning. It begins with an overview of instructional design and the ADDIE model of analysis, design, development, implementation and evaluation. It then discusses the nature of competence and its implications for instructional design, focusing on situating, sequencing, scaffolding and supporting learning through authentic and integrated acquisition of competence. The document provides examples of instructional design models and discusses applying cognitive load theory and assessment for learning to scaffold support for learners.
This document discusses instructional design and how it can help improve learning. It describes the ADDIE model of instructional design, which includes analysis, design, development, implementation, and evaluation phases. It also outlines several instructional design principles and models, including Chickering and Gamson's seven principles of good practice in undergraduate education.
The document summarizes the Dick and Carey Systems Approach Model for designing instruction. It consists of several iterative components including identifying instructional goals, conducting instructional analysis, analyzing learners and contexts, writing performance objectives, developing assessment instruments, developing an instructional strategy, developing and selecting instructional materials, conducting formative evaluation of instruction, revising instruction, and conducting summative evaluation. The model incorporates concepts from behaviorism, cognitivism, and constructivism and has become the standard for instructional design models.
Instructional Systems Design (ISD) Certification Program 2021Wong Yew Yip
This is a full training pack on Instructional Systems Design (ISD) Certification. I have used this training pack to conduct and certify trainers in some organizations to enable them to design better learning solutions . This will also be very useful for learning providers to enhance their learning solutions and even to certify trainers as Instructional Systems Designers.
Standards Based Assessment for the CTE Classroomccpc
Karen Nelson
Assistant Director, Curriculum & Instruction
Los Angeles County ROP
Downey, CA
Sarah Vielma
Consultant, Business Occupations
Los Angeles County ROP
Downey, CA
Herb Smith
Graphics Instructor
La Crescenta High School
La Crescenta, CA
Linking teaching and learning to test scores is of critical importance as career technical education demonstrates standards based instruction and support of academic standards through assessment. This workshop will provide an overview of a process to increase student achievement through instructional change.
This document outlines an instructional module for training educators on how to use SMART Boards. It includes the module's goals and objectives, instructional strategies, and evaluation plans. The strategies follow a sequence including an introduction, pre-test, presentations, group activities, Q&A, workbooks, and a post-test. Data would be collected from pre- and post-tests to analyze learner performance and the module's effectiveness. Revisions would modify content as needed and adapt to changes in classroom sizes and technology.
Gagne's Conditions of Learning and Keller's ARCS model of motivational design are instructional design frameworks that aim to optimize the learning process. Gagne's model focuses on the internal cognitive processes involved in learning through nine events of instruction. Keller's ARCS model emphasizes motivating the learner by gaining their attention, establishing relevance, building confidence and satisfaction. Both models seek to actively engage learners and support the application of knowledge.
This document outlines the objectives and structure of a leadership development program. The program aims to:
1. Equip participants with leadership tools to lead more effectively.
2. Help participants develop leadership strategies and objectives for themselves and their organizations.
3. Measure participants' leadership competence at the beginning and end to track progress.
4. Develop participants' leadership coaching skills to create leadership around them.
The program involves an initial assessment, two days of in-person workshops, two days of video conferences, and a final two days in-person. Participants apply their learnings between sessions and complete a final case study on the program's impact. The document provides an overview of session topics and activities to
The document outlines an assessment plan for an exceptional education program that focuses on developing skills through program tasks, data-driven intervention plans, and end assessments. The plan aims to ensure candidates can effectively develop IEPs, collaborate with others, support student behavior and learning, use assistive technologies, and apply instructional and ethical practices through embedded learning experiences. Faculty will implement observation protocols and provide feedback to help candidates improve. The goal is to produce special education teachers who are well-prepared to meet student needs.
How Does Performance Support Change a Learning OrganizationOntuitive
The document summarizes a webinar series on performance support and how it changes learning organizations. The webinars will cover topics like how performance support impacts roles like CLOs and instructional designers. It will also explore implementing a performance support solution, including analyzing needs, mapping workflows, defining learning assets, and measuring impact. The webinars advocate a systematic approach called LEaP design to produce support solutions that are contextual, scalable, and integrated with other learning.
The document discusses the need for instructional design and content structure for an online course. It outlines the topics to be covered, including presenting a blog, learning objectives, class activities, and a lecture on need analysis and content analysis. The goal is for students to understand need analysis, define learning outcomes, and create a content structure for a proposed module.
Innovations 2012 Presentation: Teamwork: The Key to Faculty Engagement in Cou...kForgard
Presentation for League for Innovations in Community Colleges 2012: Teamwork: The Key to Faculty Engagement in Course Redesign.
Presented by:
Kevin Forgard – Instructional Designer, Title III
Donald Kilguss – Associate Professor of History
Jacci Barry - Associate Professor of Reading and ESL
This document discusses learning goals and success criteria. It defines learning goals as clearly identifying what students are expected to know and be able to do, while success criteria describe what successful attainment of the learning goals looks like. Success criteria are co-constructed with students based on examples of strong student work and are used to provide descriptive feedback to help students improve. The document emphasizes establishing learning goals and success criteria, identifying student progress, and adapting instruction based on assessment.
Learning Organizations: Strategic ManagementTriune Global
A learning organization is the term given to a company that facilitates the learning of its members and continuously transforms itself. Learning organizations develop as a result of the pressures facing modern organizations and enables them to remain competitive in the business environment.
ITpreneurs is a global company that provides IT training and certification. They develop courses on topics like ITIL, PRINCE2, and information security. Their goal is to empower learners to be effective IT professionals through innovative training content and delivery methods. They apply instructional design best practices and work with subject matter experts to create high-quality courses. ITpreneurs also offers services like custom training, exam preparation, and a learning management system to support organizations and learners.
This document discusses instructional design, which is the process of improving instruction through analyzing learning needs and systematically developing learning experiences. It notes that instructional designers often use technology and multimedia tools to enhance instruction. The first step in instructional design is setting objectives, including general instructional objectives and specific learner outcomes. Objectives should be evaluated based on criteria like comprehensiveness, consistency, and practical utility. The document also briefly mentions user interface design principles, assessment and evaluation techniques, learning theories, and organizational learning.
This document outlines strategies for promoting understanding in blended courses. It suggests using online and in-class methods in combination, with asynchronous online activities to build foundational knowledge and synchronous in-class work to strengthen understanding through interaction and application of concepts. Key approaches include using course websites and social media for online learning, videoconferencing to connect distant students, and interactive class sessions focused on problem-solving in small groups. The goal is to move students from beginner to intermediate levels of expertise through authentic tasks that develop both individual comprehension and social learning skills.
The document discusses action learning and its use in community leadership development programs. It defines action learning as a process involving a small group solving real problems while focusing on learning and how that benefits members and organizations. Critical factors for success include a relevant project, diverse team, commitment to action and learning, reflection, and a facilitator. Programs have utilized action learning projects but face challenges with resources, support, and evaluation.
Keynote presentation from the CDE’s Research and Innovation in Distance Education and eLearning conference, held at Senate House London on 19 October 2012. Conducted by Prof Diana Laurillard (London Knowledge Lab).
Similar to Instructional Systems Design (ISD) ADDIE 2.0 (20)
What is the best way to live a longer and healthier life? Experts and those who live longer lives have their approaches and tips. One should research, select and practice the ways that best suits oneself. This is my 3 Ways to Live Longer - My Way. Do it Your Way.
One critical factor how successful organizations efficiently and effectively strategize and implement key plans and projects to achieve their objectives and goals is the fact that these organizations adopt and practice proven business concepts and models. Those organizations that do not will fail and fail again despite their best efforts.
This presentation lists useful business concepts and models learned, designed and applied in my Training, Facilitation and Instructional Design work
Senior Managers in many organizations assume that leadership competencies come with their positions. This may be surprising but true and when learning and development are proposed , these are almost always meant for staff in the levels below Senior Managers. In fact, Senior Managers may feel that any proposal for them to attend training is an insult to their intelligence and competence.
John Maxwell emphasized that “The single best way to impact an organization is to focus on leadership development. There is no limit to the potential of an organization that recruits good people, raised them up as leaders and continually develops them”.
This presentation offers one concept for leadership development of Senior Managers for consideration.
Studies and surveys have revealed that although many organizations have the right strategies they failed to achieve the targeted objectives due to poor implementation of the action plans or simply bad execution.
These organizations would have achieved success with Flawless Execution which is the implementation of systems, action plans, techniques and tools to ensure strategies that are effectively formulated are effectively executed to achieve the desired goal.
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Instructional Systems Design (ISD) ADDIE 2.0
1. INSTRUCTIONAL
SYSTEMS
DESIGN
( ADDIE 2.0 )
2 October 2012 Prepared by : YY Wong
2. Definition of ISD
Instructional Systems Design (ISD)
is the systematic approach to the
Analysis, Design, Development,
Implementation, and Evaluation
of learning materials and activities
In short,
ISD is the process to determine the
5W1H of Learning
(Who, What, When, Where, Why, and How)
Designed & Developed by YY Wong * version 2012 * 2
3. Key Elements of Instructional Systems Design
There is a genuine need for learning
The learning events are well designed
Quality learning materials are developed
Learning events are implemented using the
appropriate strategies and approaches
Learning events are evaluated to ensure learning
has actually taken place
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4. Who needs ISD?
Those who need to :
design and develop learning
solutions to meet the learning
and development needs of the
organization
evaluate the learning solutions
of learning providers/trainers to
determine whether the learning
will effectively meet the original
objectives
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5. The 3 Domains of Learning
Cognitive
Mental skills where the brain must be used
to perform intellectual tasks
(Knowledge)
Psychomotor
Physical skills such as movement, coordination,
manipulation, dexterity, grace, actions, etc
(Skills)
Affective
Described as "coming from the heart," -
knowing is nothing if there is no will to act on it
(Attitude or Will)
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6. Conventional ISD Models
ADDIE - 1975
• The ADDIE model of Analysis, Design, Development, Implementation & Evaluation was developed by Florida State University
• ADDIE was selected by the Armed Services as the primary means for developing training
• Then, the term "ADDIE" was not used, but rather "SAT" (Systems Approach to Training) or "ISD" (Instructional Systems
Development)
• As a general rule, the military used SAT, while their civilian counterparts used ISD
• The "D" in "ISD" first stood for "Development," but now normally means "Design"
Major Contributors
MAGER
Behavioral or performance
objectives
GLASER
Criterion reference testing
GAGNE
Hierarchical analysis,
conditions of learning
SCRIVEN
Formative evaluation
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7. Conventional ISD Models
The Dick and Carey Model - 1978
• Dick and Carey's model details a comprehensive and detailed process
• However, it has been criticized for at the same time being too rigid and
cumbersome for the average design process
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8. Andragogy vs. Pedagogy
No. Andragogy (Adult Learning) Pedagogy (Student Learning)
1. Learners are called “participants” Learners are called “students”
or “learners”
2. Independent learning style Dependent learning style
3. Objectives are flexible Objectives are predetermined and
inflexible
4. It is assumed that the learners have It is assumed that the learners are
experience to contribute inexperienced and/or uninformed
5. Active training methods are used Passive training methods, such as lecture, are
used
6. Learners influence timing and pace Trainer controls timing and pace
7. Participant involvement is vital Participants contribute little to the experience
8. Learning is real-life problem-centered Learning is content-centered
9 Participants are seen as primary resources for Trainer is seen as the primary resource who
ideas and examples provides ideas and examples
Source : Malcom Knowles in Modern Practice of Adult Education: Andragogy Versus Pedagogy
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9. 8 Adult Learning Theories
1
Learning
Styles
8 2
After Action Right Brain,
Review Left Brain
7 (AAR) 3
8
Adult Multiple
70 : 20 : 10 Learning Intelligences
6 Theories 4
Adoptive,
Attention
Adaptive
Span
Learning
5
Dale’s Cone
of
Experience
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10. Adult Learning Theories (1)
LEARNING STYLES
1 Sensory or Intuitive 2 Visual or Verbal
Sensory learners prefer concrete, Visual learners prefer graphs, pictures,
practical, and procedural information. They and diagrams. They look for visual
look for the facts. representations of information.
Intuitive learners prefer conceptual, Verbal learners prefer to hear or read
innovative, and theoretical information. They information. They look for explanations
look for the meaning. with words.
3 Active or Reflective 4 Sequential or Global
Active learners prefer to manipulate Sequential learners prefer to have
objects, do physical experiments, and learn information presented linearly and in an
by trying. They enjoy working in groups to orderly manner. They put together the details
figure out problems. in order to understand the big picture.
Reflective learners prefer to think things Global learners prefer a holistic and
through, to evaluate options, and learn by systematic approach. They see the big
analysis. They enjoy figuring out a problem picture first and then fill in the details.
on their own.
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11. Adult Learning Theories (2)
LEFT BRAIN FUNCTIONS RIGHT BRAIN FUNCTIONS
1. Uses logic 1. Uses feeling
2. Detail oriented 2. “Big picture" oriented
3. Facts rule 3. Imagination rules
4. Words and language 4. Symbols and images
5. Present and past 5. Present and future
6. Math and science 6. Philosophy & religion
7. Can comprehend 7. Can "get it" (i.e. meaning)
8. Knowing 8. Believing
9. Order/pattern perception 9. Appreciates
10. Reality based 10. Knows object function
11. Forms strategies 11. Presents possibilities
12. Practical 12. Impetuous
13. Safe 13. Risk taking
Theo Jansen
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12. Adult Learning Theories (3)
MULTIPLE INTELLIGENCES
Howard Gardner
Thomas Armstrong
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13. Adult Learning Theories (4)
ADOPTIVE LEARNING METHOD & ADAPTIVE LEARNING METHOD
Adoptive learning methods Adaptive learning methods are
basically map out what the more agile in nature as they help
learners must do to master a task the “learner-to-learn,” also known
as meta-learning or meta-
Best for novice learners who
cognition
need to master the basics
Best for more advanced learners
EXAMPLES EXAMPLES
1. Knowledge dumps 1. Case studies
2. e-Learning that is basically 2. e-Learning scenarios that branch
composed of “click for next slide”
3. Action learning
3. Lectures
4. Personalized instructions
4. Role plays
5. Experimental learning
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15. Adult Learning Theories (6)
ATTENTION SPAN
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16. Adult Learning Theories (7)
10% Most research points to the fact that
Formal
Learning learning happens according to the 70:20:10
Rule
20%
Informal 10% of all learning comes from formal
Learning
learning like attending training courses
70% 20% of learning comes from informal
On-the-Job learning, like asking colleagues,
Experience observing others, networking
70% of learning comes from on-the-job
experiences and challenging projects
Adapted from Center for Creative Leadership
Designed & Developed by YY Wong * version 2012 * 16
17. Adult Learning Theories (8)
AFTER ACTION REVIEW (AAR)
• Originated by US Army
during Vietnam War
• Used by each Platoon
to review how they
acted and performed
during an engagement
with the “enemy”. It
was used immediately
after the “Action”
• After Action Review (AAR) is a simple process used by a team to
capture the lessons learned from past successes and failures, with
the goal of improving future performance
• It is an opportunity for a team to reflect on a project, activity, event or
task so that they can do better the next time
Designed & Developed by YY Wong * version 2012 * 17
18. Adult Learning Theories (8)
AFTER ACTION REVIEW (AAR)
Do it
What was supposed to happen?
What
Now how? happened?
How will I do better next time? What actually happened?
But why?
Why were there differences? 18
Designed & Developed by YY Wong * version 2012 *
19. ADDIE 2.0
5 - PHASE ADDIE 2.0 PROCESS
Phase 1 Phase 2 Phase 3 Phase 4 Phase 5
ANALYZE DESIGN DEVELOP IMPLEMENT EVALUATE
The process The process
The process
of authoring of
The process The process of
and determining
of defining of specifying implementing
producing the
what is to be how it is to the learning
the effectiveness
learned be learned solution to
instructional of the
learners
materials instructions
Designed & Developed by YY Wong * version 2012 * 19
20. What is ADDIE 2.0 ?
Original ADDIE was designed by Florida
State University in 1975 and there have
been various variations of the model since
ADDIE is too rigid and cumbersome for
business operating environment in the 21st
Century to immediately address business,
performance and competency issues
ADDIE 2.0 is the upgraded version with more dynamic, practical
and flexible processes, and also capitalizing on the new learning
theories and technologies to meet current business learning
needs but still maintaining the key essence
Can also be considered as “Lean” ISD, as in Lean Production or
Lean Manufacturing - improving process and removing waste
while maintaining quality
Designed & Developed by YY Wong * version 2012 * 20
21. 4 Fs of ISD
Fit business improvement needs
Fit learners’ learning needs
Fit learning evaluation requirement
Fit Fresh learning
Fun Fresh
methodologies
Fun to learn 4Fs
of ISD Fresh concepts &
Fun to deliver
models
Fun to experience
Fast
Fresh processes
Fast to design & develop
Fast to learn
Fast to apply
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22. 5 - PHASE ADDIE 2.0 PROCESS
Phase 1 Phase 2 Phase 3 Phase 4 Phase 5
ANALYZE DESIGN DEVELOP IMPLEMENT EVALUATE
Phase 1
ANALYZE
1.1 1.2 1.3
Conduct Finalize
Identify issues
learning needs learning
& problems
analysis requirements
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23. 5 - PHASE ADDIE 2.0 PROCESS
Phase 1 Phase 2 Phase 3 Phase 4 Phase 5
ANALYZE DESIGN DEVELOP IMPLEMENT EVALUATE
Phase 2
DESIGN
2.1 2.2 2.3
Write course Plan structure Plan
purpose & & contents of instructional
learning
objectives the course strategy
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24. 5 - PHASE ADDIE 2.0 PROCESS
Phase 1 Phase 2 Phase 3 Phase 4 Phase 5
ANALYZE DESIGN DEVELOP IMPLEMENT EVALUATE
Phase 3
DEVELOP
3.1 3.2 3.3
Develop
Collect course Finalize course
learning
materials materials
activities
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25. 5 - PHASE ADDIE 2.0 PROCESS
Phase 1 Phase 2 Phase 3 Phase 4 Phase 5
ANALYZE DESIGN DEVELOP IMPLEMENT EVALUATE
Phase 4
IMPLEMENT
4.1 4.2 4.3
Assess Release &
Pilot course in adequacy &
actual learning refine maintain
environment instructions course
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26. 5 - PHASE ADDIE 2.0 PROCESS
Phase 1 Phase 2 Phase 3 Phase 4 Phase 5
ANALYZE DESIGN DEVELOP IMPLEMENT EVALUATE
Phase 5
EVALUATE
5.1 5.2 5.3
Assess Interpret Revise course
evaluation strategy &
learning instructional
effectiveness results materials
Designed & Developed by YY Wong * version 2012 * 26
27. IS Designer Competencies
1 Professional Foundation
2 Planning & Analysis
3 Design & Development
4 Implementation & Management
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