logging in or signing up Instructional Design - Power Point Prese tuhamie Download Post to : URL : Related Presentations : Let's Connect Share Add to Flag Embed Email Send to Blogs and Networks Add to Channel Copy embed code: Embed: Flash iPad Dynamic Copy Does not support media & animations Automatically changes to Flash or non-Flash embed WordPress Embed Customize Embed URL: Copy Thumbnail: Copy The presentation is successfully added In Your Favorites. Views: 1163 Category: Education License: All Rights Reserved Like it (0) Dislike it (0) Added: September 27, 2009 This Presentation is Public Favorites: 0 Presentation Description No description available. Comments Posting comment... Premium member Presentation Transcript Instructional Design (ID)An Overview : Instructional Design (ID)An Overview Contents : Contents What is ID and What it isn’t 10 min. ID Process 60 min. ID Supporting Cast 5 min. ID Competencies 10 min. A Few Good Books 5 min. ID Competition 30 min. What Is ID… and What It Isn’t : What Is ID… and What It Isn’t Is it… technical writing? information design? interface design? graphics and animation design? teaching? having subject matter knowledge? multimedia authoring? web programming? all of the above and more? What Is ID… and What It Isn’t : What Is ID… and What It Isn’t None of it! So What Is It? : So What Is It? Instructional Design is the systematic development of instructional specifications using learning and instructional theory to ensure the quality of instruction. It is the entire process of analysis of learning needs and goals and the development of a delivery system to meet those needs. It includes development of instructional materials and activities; and tryout and evaluation of all instruction and learner activities. ID Process : ID Process 1. Analysis : 1. Analysis Training Needs Analysis Learner Analysis (Learning Styles) Performance Analysis Job-Task Analysis AnalysisTraining Needs Analysis : AnalysisTraining Needs Analysis Define scoring and grades Identify prerequisites Understand learning context: What training is relevant to your employees’ jobs What training will improve performance Distinguish between training needs from organisational problems Link improved job performance with the organisation’s goals and bottom line Through surveys, interviews, focus groups, performance feedback Analysis Learner Analysis : Analysis Learner Analysis Personal characteristics Age Profession Gender Culture… Purpose and application of learning Prior knowledge of subject Computer or web expertise, if applicable Learning style Analysis Learning Styles : Analysis Learning Styles Three primary learning styles: Visual Auditory Kinesthetic As many as 12 or 13 types of intelligences Self-assessment 10 min. AnalysisPerformance and Task Analysis : AnalysisPerformance and Task Analysis Performance Analysis Are the goals of teaching being met? Task Analysis What tasks does the learner have to do? Sample scenario: Setting up an STC learning session (5 min.) 2. Design : 2. Design Learning objectives Course content Instructional strategies and methods Evaluation and design plan Resource requirements 2. DesignLearning Goal and Objectives : 2. DesignLearning Goal and Objectives Determine overall learning goal Determine specific objectives State in a clear and measurable manner Use performance-oriented words Exercise:Go back to slide 2 and define goals and objectives for this session 2. DesignAdult Learning : 2. DesignAdult Learning Focused rather than general Application rather than theory Build on existing concepts Self-directed and self-paced More than one medium It is harder for adults to retain and recall information that conflict with prior experience and previously formed ideas and beliefs. Lessons will at times affect change in belief systems and values. 2. Design ID Models : 2. Design ID Models Choose a design model to follow or design your own using established instructional principles. Instructional theory describes a variety of methods of instruction (different ways of facilitating human learning and development) and when to use--and not use--each of those methods. It is about how to help people learn better. 2. Design ID Models : 2. Design ID Models Gange's Theory: Behaviorist view Ausebel's Theory: Cognitivist view David Merrill: Component Display Theory Dick and Carey: Systems approach Jerrold/ Kemp: Holistic approach suited for WBT 2. Design ID Models : 2. Design ID Models Gerlach and Ely: Prescriptive model suited to higher education. Hannafin and Peck: 1) Needs assessment 2) Design 3) Development and implementation Knirk and Gustafson: 1) Problem determination 2) Design 3) Development Tripp and Bichelmeyer: Rapid Prototyping suited for research 2. DesignID Models : 2. DesignID Models How do you pick an ID model? Depends on the instructional goal. Concept learning information gathering and organization Cognitive skills problem solving and critical thinking Procedural skills practice and hands-on experience Behavioural changes role play and situational practice 3. Development : 3. Development Course materials Learning activities Lesson plan and instructor's guide Delivery system Tests and assessments 3. DevelopmentCourse Materials : 3. DevelopmentCourse Materials Provide active learning activities Provide meaningful experiences to apply course concepts Allow for differing ways of learning Plan for differing media (ILT vs. WBT) Chunk information 3. Development Delivery System : 3. Development Delivery System ILT or WBT? Synchronous or asynchronous? Blended approach? Is multimedia appropriate? Should I use audio and text? What tools should I use? Is video necessary? 3. Development Assessment: Blooms Taxonomy : 3. Development Assessment: Blooms Taxonomy Bloom identified a hierarchy of six levels of cognitive learning: 1. Knowledge (recall, least complex) 2. Comprehension 3. Application 4. Analysis 5. Synthesis 6. Evaluation (most complex) 4. Implementation : 4. Implementation Usability test Production Train-the-trainer Delivery 4. Implementation Production Tools : 4. Implementation Production Tools Macromedia Authorware Macromedia Coursebuilder Toolbook Multimedia tools Web authoring tools Database programming tools LMSes 5. Evaluation : 5. Evaluation Formative evaluation: learner assessments, communication with learners, periodic evaluations Summative evaluation: analysis of formative assessments, examinations, surveys, interviews C. Evaluation should closely link to the course objectives ID Supporting Cast : ID Supporting Cast Technical writer/Course Developer Editor Graphics designer/Illustrator/Animator Web designer Web programmer Multimedia author/integrator Sound recorder/editor Database designer/programmer Project manager ID Competencies : ID Competencies Knowledge of Instructional Design Theories and ability to create model Knowledge of Education and Training Knowledge of Adult Learning Principles Chunking Information Building Interactions Preparing Quizzes Creating Evaluations Knowledge of Standards:AICC, SCOR Knowledge of Copyright Issues A Few Good Books : A Few Good Books Basics of Instructional Systems Development, Chuck Hoddell Training Design Basics, Saul Carliner The Systematic Design of Instruction, Walter Dick and Lou Carey The ID CaseBook, Peggy A.Ertmer and James Quinn A Practical Guide to Needs Assessment, Kavita Gupta Competition : Competition Time: 30 min. Understanding 5 min. ID 10 min. Writing instructional script 15 min. Scenario: Mr. Bloom, an elderly Scandinavian, is visiting India for the first time to give a session on Training Evaluation. He is staying at a hotel and has to cross the street to reach the conference venue. There is no pedestrian crossing. Write a short tutorial or an instructional script, not exceeding a page, explaining to him how to cross the street safely. Write your instructional plan on another page Scoring: Instructional Plan 40% Instructional Script achieving learning objectives 40% Innovation 20% You do not have the permission to view this presentation. In order to view it, please contact the author of the presentation.