The document discusses different perspectives on instructional design and technology (IDT), including whether it is a discipline, science, or craft. While IDT draws from research and theory, it is still evolving as a field. The document also examines how IDT relates to concepts like instruction, learning, education, and performance. IDT utilizes theories from educational psychology, communication, and systems design to create effective instructional solutions.
This presentation provides a brief introduction to Instructional Design and touches upon; History of Instructional Design, some popular Learning theories, and Instructional Design Models among some additional, related useful information.
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.
A summary of e-Learning by Design, William Horton, Chapter 1
Presented at e-Learning Study Group 2018, Takemura Lab, Graduate School of Information Science and Technology, Osaka University, Japan
Quality matters in Blended Course Design and DevelopmentMehrasa Alizadeh
This research investigates the use and application of quality assurance rubrics and standards for online/blended course design within the context of teaching English for general academic purposes (EGAP). In an attempt to reform an existing blended course of EGAP, the Quality Matters® Higher Education Course Design Rubric (fifth edition) has been used to assure the quality of course design and development from the outset. After the course was implemented with a cohort of undergraduate students at Osaka University, it was peer-reviewed by a certified reviewer affiliated with Quality Matters (QM). The first round of peer review yielded a score of 70 out of a total of 99, resulting in failure to meet several QM standards. Based on the suggestions and recommendations of the reviewer, the course was further revised in terms of content and interface, and it was reviewed for a second time by the same reviewer, this time yielding a full score of 99. This study highlights the importance of quality assurance in online/blended course design and development, particularly in the context of teaching English to university students.
This presentation provides a brief introduction to Instructional Design and touches upon; History of Instructional Design, some popular Learning theories, and Instructional Design Models among some additional, related useful information.
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.
A summary of e-Learning by Design, William Horton, Chapter 1
Presented at e-Learning Study Group 2018, Takemura Lab, Graduate School of Information Science and Technology, Osaka University, Japan
Quality matters in Blended Course Design and DevelopmentMehrasa Alizadeh
This research investigates the use and application of quality assurance rubrics and standards for online/blended course design within the context of teaching English for general academic purposes (EGAP). In an attempt to reform an existing blended course of EGAP, the Quality Matters® Higher Education Course Design Rubric (fifth edition) has been used to assure the quality of course design and development from the outset. After the course was implemented with a cohort of undergraduate students at Osaka University, it was peer-reviewed by a certified reviewer affiliated with Quality Matters (QM). The first round of peer review yielded a score of 70 out of a total of 99, resulting in failure to meet several QM standards. Based on the suggestions and recommendations of the reviewer, the course was further revised in terms of content and interface, and it was reviewed for a second time by the same reviewer, this time yielding a full score of 99. This study highlights the importance of quality assurance in online/blended course design and development, particularly in the context of teaching English to university students.
Technology Education and Educational Technology – Two Fields, Very Different ...ADVANCE-Purdue
Women have earned 40% of Ph.D.s in STEM disciplines in the U.S., yet their representation in academic STEM faculty and administrative positions has not wholly reflected this distribution (Hoffer, 2007; NSF, 2007): Women constitute on average only 20% of the faculty in fields related to science, technology, engineering and mathematics (NSF, 2000) a number which did not change proportionally to the degrees earned.
In education fields in which the representation of women is traditionally much higher, an interesting conundrum exists: (1) Whereas men typically dominate technology fields, educational technology/instructional technology appears to be a field that has incorporated women more successfully than other STEM domains. (2) Technology education on the other side serves as a stark contrast as a K-12 oriented field that is noted for being male-dominated (Liedtke, 1995; Zuga, 1998).
The fields of educational technology and technology education have arisen out of differing socio-historical and cultural contexts, which appear to have impacted the gender parity of each domain differently. This research study will explore the characteristics of graduate programs in Educational Technology/Instructional Technology as compared to Technology Education and explore the relationship of these characteristics to gender parity. Results of this study provide insight into strategies other fields might employ to increase participation of women.
Through an evaluation of departmental characteristics such as highest degree offered and gender composition of faculty, we will present statistical data to demonstrate the gender parity/disparity in the academic domain in these two areas. Faculty gender composition can be a pivotal factor in a field’s ability to attract and retain a diverse student body due to role-model effect (Rask & Bailey, 2002). A content analysis of program descriptions and the prerequisite academic preparation and work experience to enter instructional technology versus technology education programs will be explored, as prerequisites (Klein, 2007) are another noted academic barrier to gender equity.
This data will be contextualized in a historical analysis of the roots of these two similar, yet disparate, areas of study. While educational technology /instructional technology arose out of audio-visual education and school media, as well as programmed instruction, technology education arose out of the industrial arts tradition (Foster, 1994; O'Riley, 1996). Today, both fields are preoccupied with the concept of technological literacy and are dominated by the use of computer applications in a variety of contexts.
As highly skilled educators are needed to model high level problem-solving and critical thinking skills through their use of technology, whether the field is technology education or educational technology, this analysis will offer insight into the cultural-historical perspectives that resulted in different gender parity, and recommend strategies for attracting women across technology-oriented domains.
SYNERGY Induction to Pedagogy Programme - Designing Learning Resources (ENGLISH)Sarah Land
The SYNERGY Induction to Pedagogy programme was created by project partners, with the aim of helping micro-enterprise owners using the SYNERGY Exchange platform, to engage in peer-to-peer learning opportunities. This training programme comprises six modules and is delivered over 5 hours through a series of video lectures and PowerPoints which have been written, developed and recorded by project partners.
These modules provide micro-enterprise owners with a sound understanding of the basics in relation to e-didactics, quality criteria of peer-learning, evaluation of online learning resources and online learning environments, producing quality learning resources for peers and other knowledge that has helped them to become competent and confident online peer-educators. This module is entitled ‘Designing Learning Resources’ and provides content which relates to learning design models – ADDIE, Kolb and Kemp’s models – and an introduction to the basics of material design and techniques.
These slides are available in English, Finnish, German, Greek, Italian and Romanian.
Visual Design Strategies for Instructional Designers, Instructors and PresentersACDowd Designs
This presentation was given at a meeting for ASTD's Golden Gate Chapter South Bay GIG on April 24, 2013. Effective visual design is not just about aesthetics. It’s about solving problems. The challenge for many of us is accessing and using our artistic skills to create effective designs. This presentation talks about design principles and shows and discusses the relationships between learning theories and design principles.
E-Learning in Maths - Research, practical tips and discussionStephen McConnachie
Plenary presentation from conference on 23rd October 2014. Overview of relevant research, practical frameworks for designing and evaluating learning activities (TPACK and the Activity Types taxonomy), and a quick look at the SAMR model.
Instructional Communication Technology (BEd secondary)HennaAnsari
Concept of Instructional Communication Technology
Instructional technology
The Nomenclature of instructional technology
Difference between educational technology and instructional technology
ADDIE
Role of Instructional Communication Technology in learning
Instructional technology and audio-visual aids
Projected Audio-Visual Aids
NON-Projected Audio-Visual Aids
This is a brief outline of my research journey on how to design digitally in order to empower evolving learners 2.0. They key is to build metareflective awareness about students' own learning processes in relation to both content and context. A seminar presentation for HEEL (Higher Education and E-Learning) March 2018.
What shapes what? Technologies and their relationship to learningMartin Oliver
Although there is a considerable body of work that explores educational uses of technology, and highly developed accounts of what learning is, surprisingly little research in education has asked what technology is, or what its relationship to learning consists of. When these matters are considered at all, they tend to be framed in technologically deterministic ways, with technology either 'causing' or at the least 'offering' and 'constraining' learning. In this talk, I will provide an overview of this way of framing technology and identify problems that follow from it. I will outline alternative positions that could be adopted, including Communities of Practice, the Social Construction of Technology and Actor-Network Theory, and discuss their points of connection to this debate. Using examples drawn from a JISC-funded project on digital literacies, I will draw out the implications of these positions for research.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
5. Discipline Science OR OR OR Craft Discipline applies to “…areas of inquiry that have been established over time and follow established paradigms.” (Ely, 1999). IDT is a field that is still changing and maturing. Science is “… the organized body of knowledge that is gained through research. (Wikipedia). Research through the collection and the analysis of data is an integral part of instructional design. A craft is a skill of doing something . Sometimes, instructional design is performed as a craft. However, in this case, the design cannot be generalized since it has not been rooted in research. One of the main components of IDT is research, where problems are analyzed and results are evaluated. Theory is a set of principles explaining a phenomena. IDT draws from many fields of study. It is grounded in their theories in order to answer to its different components. IDT is not yet a discipline. IDT is grounded in science IDT goes beyond craft to find scientifically based solutions to problems IDT is grounded in theory Theory
6. Instruction Education Learning Performance OR OR OR Instruction is the act of giving knowledge. (The Free Dictionary) Learning is the act of gaining knowledge. (Merriam-Webster) Education is the action of developing mentally, morally, or aesthetically especially by instruction. (Merriam-Webster) Performance is the action taken to accomplish something. IDT revolves around designing instruction that will result in learning that will produce education that will lead to performance. In IDT
7. Communication Psychology Education Educational Psychology IDT draws from the theories and the philosophies of educational psychology that explain how people learn. Theories and philosophies of learning include behaviorism, cognitivsm , and constructivism. IDT also draws from the communication theories that explains how the message design influence learning. The communication outcome is the result of the interaction between the message, the sender, the receiver of that message, and the medium through which the message is conveyed. OR OR
8. Systems Design Instruction Instruction is the act of giving knowledge. (The Free Dictionary) In IDT, a lot of emphasis is put on breaking down the instruction according to the different domains of learning (intellectual, affective, psychomotor) as well as the teaching activities that will promote learning in each domain. OR OR A system is a set of interacting or interdependent entities. (Wikipedia) In order to design effective instruction, IDT relies on a systems approach, where the interaction between the different components of the instructional design is studied to achieve the specified goals. These components are analysis, design, development, implementation and evaluation. A design is a detailed plan. In IDT, the approach in providing learning is achieved by laying down a detailed plan of how the different components will achieve the specified goals. IDT is the process of designing instruction in a systematic fashion in order to achieve the goals of the instruction.
9. Computers Technology Computers are high speed electronic devices that store information and perform operations at a very high speed. The advent of personal computers in the 1980s and later the Internet and the world-wide-web opened the door wide for their use in IDT. Technology is… “the knowledge and usage of tools or crafts…” (Wikipedia) to solve problems or to achieve work. In IDT, “tools” and “crafts” from educational psychology, communication theories, systems approach, graphic design, including and not restricted to computer technology, are used to create solutions to instructional problems. Instructional Design and Technology: the overlap OR
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11. Educational Psychology Systems Approach Communication Theories Design Principles Performance Outcomes Research Analysis Instruction Computer Technology
12. Computer Technology Instruction Creation Educational Psychology Research Analysis Systems Approach Design Principles Performance Outcomes Communication Theories
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16. Leaders of the IDT field Contributions Model/Theory R. Atkinson and P. Suppes The use of computers in teaching B. Bloom Instructional design theories Taxonomy of the Cognitive Domain E. Dale Communication process, relationship between audiovisuals and learning Cone of Experience W. Dick and L. Carey Instructional Design Model The model J. Dewey Constructivism R. Gagne Instructional design theories, cognitivism Five Domains of Learning , Nine Events of Instruction R. Glaser Instructional design theories E. von Glasersfeld Constructivism A. Lumsdaine Audiovisual Research R. Mager Writing behavioral objectives, criterion-referenced instruction D. Merrill Cognitivism Merrill’s Component Display Model G. Morrisson, S. Ross, J. Kemp Instructional Design Model The model J. Piaget Constructivism G. Pask Teaching Machines Conversation Theory C. M. Reigeluth Cognitivism, instructional design theories M. Scriven Formative and Summative Evaluation C. Shannon and W. Weaver Model of Communication The Shanon Weaver Model B.F. Skinner Behaviorism, programmed instruction D.L. Stufffelbeam CIPP Evaluation Model CIPP Checklist R. Tyler Behavioral Objectives l. Vytogsky Constructivism
17. Leigh, D. A Brief History of Instructional Design http://www.pignc-ispi.com/articles/education/brief%20history.htm Instructional Design Knowledge Base. Retrieved March 29, 2009 from http://classweb.gmu.edu/ndabbagh/Resources/IDKB/models_theories.ht Mappin, D., Phan, R., Kelyy, M. & Bratt,S. An overview of Instructional Design , 1998. Retrieved March 29, 2009 from. http://www.quasar.ualberta.ca/edit573/modules/module4.htm Reiser, R. A. & Dempsey, J.V. (2007). Trends and issues in instructional design and technology (2 nd ed.). New Jersey: Pearson Education, Inc. Clark, R. E. & Estes, F. (1998). Technology or craft: What are we doing? Educational Technology, 38(5), 5-11. Moore, D.,R. (2006). The technology/inquiry typology: Defining instructional technology. Jl. Of Interactive Learning Research, 17(4), 401-406 Ely, D. (1999). Toward a philosophy of instructional technology: Thirty years on. British Journal of Educational Technology , 30(4), 305-310. Association for Educational Communications and Technology. (2007). Handbook of research on educational communications and technology . Retrieved March 22, 2009, from http://www.aect.org/edtech/edition3/default.asp Association for Educational Communications and Technology. (2007). Educational technology: A definition with commentary . Retrieved March 22, 2009, from http://www.aect.org/publications/EducationalTechnology/Index.asp?pg=contents References Education. (2009). In Merriam-Webster Online Dictionary . Retrieved March 18, 2009, from http://www.merriam-webster.com/dictionary/education Learning. (2009). In Merriam-Webster Online Dictionary . Retrieved March 18, 2009, from http://www.merriam-webster.com/dictionary/learning Instruction (2009). In The Free Dictionary. Retrieved March 18, 2009 from http://www.thefreedictionary.com/instruction
18. Stufffelbeam, D.L. (2007). CIPP Evaluation Model Checklist , Retrieved March 29, 2009 from http://www.wmich.edu/evalctr/checklists/cippchecklist_mar07.pdf Vanderstraeten, R. & and Biesta, G. Constructivism, Educational Research, and John Dewey. Retrieved March 29, 2009 from http://www.bu.edu/wcp/Papers/Amer/AmerVand.htm Systems (2009). Retirieved March 18, 2009 from http://en.wikipedia.org/wiki/System Science (2009). Retrieved March 18, 2009 from http://en.wikipedia.org/wiki/Science