Planning logistics and management for instructional strategy
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This document discusses planning instructional strategies. It covers selecting a delivery system, sequencing and clustering content, choosing student groupings, and selecting media. The key steps are: 1) planning the instructional strategy, 2) sequencing and clustering content, 3) choosing student groupings, 4) selecting media, 5) assigning objectives to lessons, and 6) consolidating media selections and confirming the delivery system. The goal is to effectively develop an instructional strategy that considers the instructional goals, learner analyses, and context.
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Planning Logistics and Management for the Instructional Strategy Overview
The document outlines the 6 steps to developing an instructional strategy: 1) deciding on a delivery system, 2) planning the instructional strategy, 3) identifying content sequencing and clustering, 4) developing student groupings, 5) making media selections, and 6) consolidating media selection and confirming the delivery system. The goal is to present an overview of this stage of instructional design and considerations for how information will be taught through different delivery methods and media.
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Planning logistics and management
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Curriculum implementation
In this presentation, you will know the different topics that are useful in implementing a curriculum that will serve as your guide to create a better and effective curriculum that will benefit the students, teachers, and the community.
Credits to this websites for the content:
http://www.fao.org/3/ah650e/ah650e03.htm
http://beonnjuil.blogspot.com/2016/03/reflection-2-roles-of-curriculum-workers.html#:~:text=What%20understand%20about%20Curriculum%20workers,to%20emphasize%20appropriate%20learning%20experience
https://dmiffleton.wordpress.com/2015/03/30/stages-of-curriculum-implementation/#:~:text=The%20curriculum%20implementation%20process%20can,broken%20down%20into%2012%20steps.
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This document discusses definitions, history, and theories of distance education. It begins by defining distance education as institution-based formal education where the teacher and learner are separated but connected through interactive telecommunications. The chapter objectives are then outlined, including discussing definitions of distance education, describing its history from correspondence study to electronic communications to distance teaching universities. Theories of distance education are also examined, most notably Charles Wedemeyer's theory of independent study which emphasized giving students greater responsibility for learning and allowing flexibility in pace and location of study.
TECHNOLOGIES FOR DISTANCE EDUCATION
This document discusses technologies used for distance education. It explains that distance education technologies can be categorized into telecommunications technologies that connect teachers and learners, and classroom technologies that record and present instructional information. Some examples of distance education technologies mentioned include correspondence studies, prerecorded media, two-way audio, one-way live video, and desktop two-way audio/video. The document also provides a taxonomy of distance education technologies and discusses strategies for online delivery of instruction, including linear programmed instruction.
Internet based distance education
This document discusses the structure and functions of the internet for distance education. It describes how the physical infrastructure of the internet allows for delivery of distance education to learners in various locations. The document discusses how the internet relates to transformations in teaching and learning paradigms. It identifies typical components of course management systems and how third-party products can enhance them. Trends in internet-based distance education and their implications are also described.
Handouts, study guides, and visuals
This document discusses the use of printed materials and visual aids to support distance education. It recommends developing an interactive study guide and distance education syllabus to direct course activities and assessments. The study guide can improve note-taking and be used across different distance learning platforms. When designing visuals, principles of balance, center of interest, and emphasis should be followed. Word pictures and analogies can also help distant learners by showing structural and functional relationships between concepts.
Instructional design for distance education
Instructional design is the science of creating detailed plans for developing and evaluating educational content and materials. It is a practice aimed at enhancing learning through instructional methods that arrange material in a way that ensures learners can easily understand and achieve learning goals. Common instructional design models include ADDIE, which involves analysis, design, development, implementation, and evaluation; and ASSURE, which involves analyzing needs, stating objectives, selecting materials, utilizing materials, requiring learner participation, and evaluating outcomes. Effective instructional design considers learner needs and makes use of self-paced, interactive materials to cover content in an accessible manner.
Distance technologies
Distance education, or distance learning, allows students who may not always be physically present at a school to receive education. It has several categories defined by whether students and instructors are in the same or different places and times. Distance education can be applied to different programs and helps many students. It reaches diverse audiences using multiple media like podcasts, eBooks, Google Docs and discussion boards. The level of student participation in distance education courses depends on the state, with Arizona, West Virginia and Iowa having the highest rates of enrollment in distance courses.
Revising instructional material
This document discusses methods for revising instructional materials based on formative evaluation data. There are two basic types of revisions: changes to make material more accurate and effective, and changes to instructional procedures. Formative evaluation data comes from sources like learner characteristics, responses to instruction, learning time, test performance, and attitude surveys. Data is analyzed by looking at learner comments, performance, and reactions. Revisions are then made to address any identified problems in instructional strategies, media, materials or procedures. The goal of revision is to ensure instructional content and delivery are up to date and effective.
Designing and conducting formative evaluations
Formative evaluation is used to improve instructional materials during the development process and has three stages: 1) one-to-one evaluation identifies obvious errors and gets initial learner feedback; 2) small group evaluation determines if changes address problems and how learners use unguided materials; 3) field trials assess if changes are effective in the intended context. The evaluation should ask questions about each material component's appropriateness, clarity, motivation, and efficiency. Specialists provide feedback on accuracy, learning enhancement, and appropriateness for outcomes.
Planning the insturctional strategy
This document outlines the key components of planning an instructional strategy:
1. It identifies the five learning components - preinstructional activities, content presentation, learner participation, assessment, and follow-through activities.
2. It describes considerations for each component, such as motivating learners, informing them of objectives, stimulating prior knowledge in preinstructional activities. For content presentation, it discusses using examples, illustrations and learning guidance.
3. Learner participation involves giving learners opportunities to practice through activities relevant to the objectives. Assessment includes entry skills tests, pretests, posttests and practice tests to evaluate learning.
4. Follow through activities involve reviewing the entire strategy to determine if memory and skills transfer
Developing assessment instruments
This document discusses developing assessment instruments for learners. It describes the Dick and Carey 5 steps for creating an assessment instrument which includes identifying elements to be evaluated, paraphrasing elements, sequencing elements, selecting the type of judgement, and determining how the instrument will be scored. The document also covers types of assessment items, domains and item types including verbal information, attitudes, psychomotor skills, and intellectual skills. It provides criteria for writing effective test items such as ensuring items are goal centered, learner centered, context centered, and assessment centered.
Conducting a goal analysis
A goal analysis identifies the steps required to achieve a goal by sequencing the major operations and decisions. It involves two steps: identifying and sequencing the steps, and classifying the goal statement. The analysis also determines the skills and knowledge needed to complete the goals using Gagne's domains of learning, which include intellectual skills, cognitive strategies, verbal information, attitudes, and motor skills. These are analyzed and a flowchart is created to chart the steps in the most efficient order through a step-by-step description of achieving the goal. Not all goals follow a traditional sequential process, as some like analyzing verbal information are achieved by topic rather than discrete steps.
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Planning logistics and management for instructional strategy
- 1. PLANNING LOGISTICS AND MANAGEMENT FOR INSTRUCTIONAL STRATEGY CHRISTOPHER WALKER
- 2. THE INSTRUCTIONAL DESIGN STEPS COVERED IN CHAPTERS TWO THROUGH SEVEN DEALT WITH QUESTIONS OF WHAT TO TEACH, TO WHOM IT WOULD BE TAUGHT ANW HOW IT WOULD BE APPLIED. CHAPTER EIGHT DEALT WITH THE TOOLS AND NOW IN CHAPTER NINE WE WILL BE ENCOUNTEIRNG HOW TO ACTUALLY PLAN AND MANAGEMENT THESE SKILLS BACKGROUND
- 3. DESCRIBE CONSIDERATIONS IN SELECTING AN INDUSTRIAL DELIVERY SYSTEM SEQUENCE AND ARRANGE CONTENT IN LESSON-LEVEL CLUSTERS SELECT APPROPRIATE STUDENT GROUPINGS AND MEDIA FOR AN INSTRUCTIONAL STRATEGY ASSIGN OBJECTIVES TO LESSONS CONSOLIDATE MEDIA SELECTIONS AND CONFIRM OR SELECT A DELIVERY SYSTEM OBJECTIVES
- 4. Develop Instructio nal strategy Develop And select Instructional materials Design and conduct formative Evaluation Of Instruction Design and conduct summative evaluation
- 5. 1. ASSUMED OR ASSIGNED DELIVERY SYSTEM 2. PLAN THE INSTRUCTIONAL STRATEGY 3. SEQUENCE AND CLUSTER CONTENT 4. CHOOSE STUDENT GROUPINGS FOR LEARNING COMPONENTS 5. SELECT MEDIA TO DELIVER LEARNING COMPONENTS CONCEPTS
- 6. 6. ASSIGN OBJECTIVES TO LESSONS OR LEARNING SESSIONS 7. CONSOLIDATE MEDIA SECTIONS 8. ASSUMED OR ASSIGNED DELIVERY SYSTEM 9. CONFIRM ASSUMED OR ASSIGNED DELIVERY SYSTEM 10. SELECT OR DEVELOP THE BEST DELUVERY SYSTEM FOR EFFECTIVE INSTRUCTION 11.DELAY SELECTION OF DELIVERY SYSTEM CONCEPTS CONTINUED
- 7. SELECTION OF A DELIVERY SYSTEM
- 8. DELIVERY SYSTEM CONTINUED • In all formal education there is a methodology referred to as the delivery system for managing and delivering the teaching and learning activities and that is what we know as instruction
- 9. CONTENT SEQUENCING AND CLUSTERING
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- 12. STUDENT GROUPINGS • This is nothing more than planning for student groupings
- 13. SELECTION OF MEDIA DELIVERY SYSTEMS
- 14. SELECTION OF MEDIA AND DELIVERY SYSTEM • This is the 5th step and it blends into many other areas when it comes to the instructional design setup. The selection of media and delivery systems go back to training with the military and the planning of how to use information and or deliver
- 15. CONSOLIDATE MEDIA SELECTIONS AND CONFIRM OR SELECT DELIVERY SYSTEMS THIS IS THE LAST AND FINAL PHASE IN THE INSTRUCTIONAL STRATEGY
- 16. CONSOLIDATE MEDIA SELECTIONS AND CONFIRM OR SELECT DELIVERY SYSTEMS
- 17. EXAMPLES • 1. performance objectives • 2. prerequisite knowledge • 3. the sequence for presenting instruction • 4. content required • 5. appropriate rest items for each objective • 6. learning component considerations
- 18. SUMMARY • Remember to use the necessary tools to develop your strategy and the strategy must include the instructional goals in reference to the learner and context analyses. Remember to select the correct items when planning and delivering instruction.
- 19. DICK, WALTER; CAREY, LOU; CAREY, JAMES O. (2014-02-04). SYSTEMATIC DESIGN OF INSTRUCTION, THE (CHAPTER 9). PEARSON EDUCATION. KINDLE EDITION. references