Systematic instructional design
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This document lists and defines several instructional design models including ADDIE, the Dick and Carey Model, Robert Gagne's Model, and Kemp, Morrison, and Ross Model. It also discusses instructional design principles like encouraging gathering learner information, supporting effective and efficient instruction, and coordinating designers, developers, and implementers. Finally, it lists three references related to instructional design models and their benefits.
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The document discusses the role of computers as teaching tools based on constructivist and social constructivist learning theories introduced by Piaget and Bruner. It outlines five ways teachers can use computers: as an informative tool to provide vast amounts of information; as a communication tool for video conferencing and global communication; as a constructive tool for students to manipulate information and build new knowledge; as a co-constructive tool for students to work cooperatively; and as a situating tool to create virtual reality environments. The computer has the potential to foster creative, social knowledge building when used as the teacher's tool in the classroom.
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- Singapore's "In2015" plan aims to create an enriching learner-centric environment and position Singapore as an innovation hub for education technologies.
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This document summarizes a workshop on integrating learning design models and frameworks for online learning. It discusses several models and frameworks, including learning design, personas, OULDI course features cards, ABC learning design, the augmented 7Cs framework, the 3E framework, universal design for learning, and e-tivities. Attendees participated in discussion activities using Zeetings to share their experiences with different models and compare ABC learning design to those they currently use. Recommended literature on learning design is also provided.
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This document discusses data-centric education and learning. It begins by outlining past and present technologies used in education. It then discusses how data-centric learning is enabled by devices that connect to the cloud and collect real-time student data. This data can provide adaptive instruction, feedback, and insights into learning processes. Examples are given of social network analysis and predictive analytics projects using large educational datasets. Finally, frameworks for designing data-driven learning environments and strategies to improve performance are presented. The conclusion emphasizes using data and analytics responsibly and strategically to improve education.
Design and development of e learning contents and online activities
A presentation on design and development of e-learning materials for CELPAD e-learning workshop, IIUM at De Palma Hotel, Ampang on 11 November, 2011.
Development of Techno-Based Instructional Materials
Teaching is more than just transmitting content; teaching is about designing activities that will support all of these activities/contents to enable learning.
And learning is more than just memorizing facts, learning is about developing one's own understanding of content and integrating it into one's own mental framework.
As teachers or instructors, we tend to plan a course in terms of content or what we want to teach the students but understanding the instructional design shifted us from a content-centered to a learning-centered perspective.
Hence, the development of instructional materials or instructional design, in general, is all about crafting learning objectives at a level appropriate for the knowledge and skills that are being developed, then designing learning activities and assembling resources that help learners achieve.
Three Phase Instructional System – A New Approach To Instructional Model
A model of teaching is also a model of learning i.e., to help learners acquire information, ideas, skill
and attitude in meaningful way. The way teaching is conducted has a deep impact on the learner’s ability to
learn. No model is the best fit for all situations. A successful model creates the necessary environment for
facilitating learns. The main aim of the present paper is an attempt for designing successful instructional model.
The model contains a three phase instructional system i.e. pre learning session, learning session, post learning
session.
10_05_2019 Seminario eMadrid sobre «Tecnologías de la educación dentro y fuer...
Presentación de Davinia Hernández-Leo, profesora de la Universitat Pompeu Fabra (UPF), Barcelona: «Apoyo al profesorado con analíticas de comunidad, diseño y aprendizaje»
Supporting teachers with community, design and learning analytics, Davinia He...
Apoyo al profesorado con analíticas de comunidad, diseño y aprendizaje
Supporting teachers with community, design and learning analytics
Seminario eMadrid, UAM 05/2019
http://www.emadridnet.org/index.php/es/eventos2/1100-seminario-emadrid-sobre-tecnologias-dentro-y-fuera-del-aula
http://www.emadridnet.org/index.php/es/28-eventos-y-seminarios/1102-apoyo-al-profesorado-con-analiticas-de-comunidad-diseno-y-aprendizaje
Abstract
I will present an overview of the educational technologies research conducted by the TIDE research group of the Information and Communication Technologies Department at Universitat Pompeu Fabra in Barcelona (http://www.upf.edu/web/tide @TIDE_UPF). The overview will be articulated around the perspective of supporting teachers and teacher communities (e.g., a school) in the design of the best possible (technology-enhanced) learning activities considering their students and their contexts. Main contributions that will be presented include a community platform for integrated learning design (ILDE), including multiple authoring tools (e.g. PyramidApp for collaborative learning, edCrumble for blended learning) and the use of data analytics at different levels (learning, design, community) to support community awareness and teacher reflection when designing for learning. The presentation will include results of several research projects (METIS, CoT, MdM-EDS, RESET, SmartLET, Illuminated).
En esta ponencia presentaré un resumen de la investigación en tecnologías educativas llevada a cabo por el grupo TIDE del Departamento de Tecnologías de la Información y las Comunicaciones en la Universidad Pompeu Fabra en Barcelona (http://www.upf.edu/web/tide @TIDE_UPF). El resumen se presenta desde la perspectiva del apoyo al profesorado y a comunidades de profesores (como, por ejemplo, una escuela) en el diseño de buenas actividades de aprendizaje considerando los estudiantes y sus contextos. Las contribuciones principales incluyen una plataforma de comunidad para el diseño integrado de actividades de aprendizaje (ILDE), incluidas herramientas de autoría (como PyramidApp para aprendizaje colaborativo apoyado por ordenador, edCrumble para aprendizaje híbrido) y el uso de analíticas de datos a diferentes niveles (aprendizaje, diseño, comunidad) ara facilitar la conciencia de comunidad y la reflexión por los profesores cuando diseñan para generar aprendizajes. La presentación incluirá resultados de varios proyectos de investigación (METIS, CoT, MdM-EDS, RESET, SmartLET, Illuminated).
http://www.upf.edu/web/tide
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Systematic instructional design
- 1. Rogers L. Smith Jr. American Intercontinental University
- 4. ADDIE Algo-Heuristic Dick and Carey Model Robert Gagne’s Model Minimalism Kemp, Morrison, and Ross Model Rapid Prototyping Epathic Instructional Design
- 6. Encourages gathering information from the learner Supports instruction that is effective and efficient Supports coordination of designers, developers, and implementers
- 7. Physical products produced Alternate delivery systems Congruence between objectives, activities, and assessments Systematic framework for dealing with issues with learning
- 12. Smith, P. and Ragan, T. (n.d.). Instructional design second edition. Retrieved August 19, 2012 from http://peoplelearn.homestead.com/MEdHOME2/Brai nCognition/Instruc.Design.Smith.Ragan.pdf Siemens, G. (2002). Instructional design in elearning. Retrieved August 19, 2012 from http://www.elearnspace.org/Articles/InstructionalDes ign.htm Thompson, N. (2001). Why ID? The benefits of instructional design models. Retrieved August 19, 2012 from http://www.uwsa.edu/ttt/thompson.htm
Editor's Notes
- In every building project, there must first be a blueprint created that details the dimensions of the end product as it is visualized. Careful planning comes into play in order to ensure the safety and durability of the finished building. Education and learning are constructed in the same manner. Learning can only be accomplished after a plan has been devised and implemented to guide learners and help them reach their learning potential.
- Instructional design is considered to by many to be essentially the framework for learning (Siemens, 2002). This basic definition encompasses the ideology of all of the varying definitions given for the concept of instructional design.
- Just as there are varying definitions for instructional design, there are also various models and methodologies. The most frequently used model in regards to academics is the ADDIE model. This model entails taking the steps of analyzation, design, development, implementation, and evaluation (Siemens, 2002).
- Time has been said to be a precious commodity. People everywhere complain about there not being enough hours in the day to accomplish their goals. Using design models can assist with time management by giving individuals a format to follow and focus on (Thompson, 2001).
- No one person can think of all the needed parts to create the perfect learning tool. It takes the involvement of numerous people gathering information and implementing a plan that satisfies the needs of the learner (Smith and Ragan, n.d.).
- The product produced through the design process can be duplicated and distributed. It can be disbursed in various media forms to ensure the availability to the learners. Everything comes together with uniformity that causes less confusion and addresses some common issues with learning (Smith et al, n.d.).
- One of the most tried and true methods of relaying information is by visual presentation. Some students learn faster when presented with visual aides to assist with transference of information.
- On occasion, audio files saved to a CD can be used to accompany reading lessons in the printed text. This allows the learner to gain understanding faster by helping them get past words that they may not know or understand.
- The World Wide Web, or internet as it is affectionately known as, give the learner another platform for asynchronous learning. There are numerous existing websites that assist teachers with lesson plans and activities, and there are many more being produced right now.
- Last, but definitely not least, there is the printed text. With all of the digital media such as tablets and smartphones that can be used to download reading material, books are almost an afterthought. These tablets allow for all of the required textbooks to be loaded for reading and activities without straining a muscle carrying such a heavy load.