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Instructional Design

Instructional Design. A review of models. Instructional problems. Instructional Resources. Learner Characteristics. Evaluation Instruments. Task Analysis. Instructional Objectives. Instructional Delivery. Content Sequencing. Instructional Strategies. Instructional Design Model.

candice-austin
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Instructional Design

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  1. Instructional Design A review of models Lenism10/07

  2. Instructional problems Instructional Resources Learner Characteristics Evaluation Instruments Task Analysis Instructional Objectives Instructional Delivery Content Sequencing Instructional Strategies Instructional Design Model MORRISON, ROSS, KEMP Planning Revision Summative Evaluation Support Services Formative Evaluation Project Management Lenism10/07

  3. Hannafin Peck Model Instructional Design Model Phase 3 Develop/ Implement Phase 1 Assess Needs Phase 2 Design Start Evaluation and Revision Lenism10/07

  4. Instructional Design Model Rapid Prototyping Design Model Assess Needs & Analyze Content Set Objectives Construct Prototype (Design) Utilize Prototype (Research) Install & Maintain System Lenism10/07

  5. Instructional Design Model Gerlach & Ely Determination of Strategy Specification of Content Organization of Groups Allocation of Time Evaluation of Performance Assessment of Entering Behaviours Allocation of Space Selection of Resources Analysis of Feedback Specification of Objectives Lenism10/07

  6. The Backward Design Model IDENTIFY LEARNER OUTCOMES DETERMINE ACCEPTABLE EVIDENCE (CRITERIA) PLAN LEARNING EXPERIENCES AND INSTRUCTION PLAN ASSESSMENT AND EVALUATION STRATEGIES REFLECTION Lenism10/07

  7. Design Questions • IDENTIFY LEARNER OUTCOMES What are students expected to understand, know and do? • DETERMINE ACCEPTABLE EVIDENCE (CRITERIA) What would you accept as evidence that students learned? • PLAN LEARNING EXPERIENCES AND INSTRUCTION What learning experiences will enable students to achieve • learner outcomes? • PLAN ASSESSMENT AND EVALUATION STRATEGIES • How will students demonstrate that they know, understand • and can do? • REFLECTION What would you do to decide what the next step in teaching • should be? Lenism10/07

  8. Backward Design Model -establishing curricular priorities What do we want students to read, view, research and otherwise encounter? Worth being familiar with Mastery required at this level.  Important knowledge (facts, concepts, & principles) and skills (processes, strategies, & methods). Important to know and do EnduringUnderstanding Enduring value beyond the classroom Lenism10/07

  9. ANALYZE DESIGN EVALUATE IMPLEMENT DEVELOP ADDIE MODEL Lenism10/07

  10. ADDIE MODEL cont’d Lenism10/07

  11. THE END Lenism10/07

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