Instructional Design Principles Presentation

Instructional Design Principles Presentation : 

Instructional Design Principles Presentation Teresita Powell Tec 571 Module 3 Instructional Principles

Introduction: 

Introduction The best possible outcome in distance education is for the learner to gain the maximum amount of knowledge and skill while being able to demonstrate that knowledge in an authentic way. For this to occur in distance education the instructor should work to develop the following three areas: Flexibility of Use Promote Positive Community Interaction Consistency

Flexible Use: 

Flexible Use Ultimately all of the instructional activities must lead up to and prepare students for an authentic evaluation. Getting to these instructional activities should require little effort. There should be a variety of visual and multimedia tools used to explain a concept in order to reach students on various levels (Elias, 2010).

Supportive Community and Interaction : 

Supportive Community and Interaction Interaction is an essential component of any classroom community regardless of the setting . Distance educators must pay close attention to and plan for meaningful interaction amongst the students as well as between the student and the instructor. There are three main ways interaction takes place they are: Mode Medium Teacher-learner Teacher provides Lecture, feedback, encouragement Learner -teacher Student asks questions, submits homework, student prompted discussions Learner-learner Learners collaborate with peers on projects, assignments, discussions, exchange ideas, and interact on topics that relate to the course.

Consistency : 

Consistency Instructional activities should be clear, direct , and consistent with user expectations. The tools that the students are expected to use do not require too many clicks to arrive at the necessary information. Portals used to access the information are dependable, within each activity. Timely downloads are eliminated if possible. If the instructor can eliminate these hurdles the student is less likely to feel frustrated and lose interest.

Video/ Examples Benefits to Learning : 

Video/ Examples Benefits to Learning Click here to here more on Universal design principles (13 min)

Positive Impact on Learner’s Needs: 

Positive Impact on Learner’s Needs If the instructor can provide consistent resources that are flexible and can also simultaneously offer a supportive environment within the distance education course, then a positive experience where the student learns is evitable. “ The interaction of these components creates the type of learning experience necessary for student learning. The components must interact both efficiently and effectively to produce quality learning experiences. There should be a balance among the components” (Simonson, Smaldino , Albright, & Zvacek , 2009 ).

Connection made Between the Learners and the Principle: 

Connection made Between the Learners and the Principle Principle Connection Flexible Use Mind/Maps/ conferencing Tools Video Audio presentation tools Choice of study Topics Learner Community, Support, and Interaction Study Groups/ Links to Support services/ Group Projects/ Interaction with instructor Consistency Dependable portals/Demystify spell out expectations / Provide a syllabus/

How the principles support the distance-learning environment: 

H ow the principles support the distance-learning environment The principles discussed in this presentation flexibility, supportive community, and consistency support distance learning by eliminating frustration and by exposing the learner in a reliable manner to a learning environment that is rich with meaningful content. The learner is not thrown in but has a community of learners to help them navigate them ease into the material.

Conclusion: 

Conclusion The task of learning new material is not any easy venture. As educators it is our responsibility to eliminate those hurdles that might impede learning. Ultimately we want our students to think deeply, make connections to the content, and use their, newly incorporated knowledge in an authentic manner. It is a waste when a student spends more time trying to get to the information rather than studying. Moreover the content should be available to all students regardless of age, ability, or background.

References : 

References Elias, T. (2010, May). Universal Instructional Design Principles for Moodle. International Review of Research in Open and Distance Learning, 11 , p. 16. Simonson, Smaldino , Albright & Zvacek (2009). Teaching and Learning at a Distance: Foundations of Distance Education (4 th ed ). Allyn & Bacon. ISBN-13: 9780135137765. Universal Instructional Design Principles at the University of Guelph. University of Guelph. Pictures (most are from clipart except for the two sited below) http://www.tss.uoguelph.ca/uid/uidprinciples.cfm http://wiki.fluidproject.org/display/fluid/Universal+Instructional+Design+-+Notes