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Agenda

Instructional Design Evaluation, Assessment & Design: A Discussion (EDER 673 L.91 ) From Calgary With Asst. Professor Eugene G. Kowch march 27 (An Synchronous Meeting using WebCT discussion Thread and WWW Course Home Page Material). Agenda. Housekeeping Timetable Course Objectives

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Agenda

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  1. Instructional DesignEvaluation, Assessment & Design: A Discussion (EDER 673 L.91 )From Calgary With Asst. Professor Eugene G. Kowchmarch 27(An Synchronous Meeting using WebCT discussion Thread and WWW Course Home Page Material) iD

  2. Agenda • Housekeeping • Timetable • Course Objectives • Blueprint Guidelines (online) • ID Model Guidelines (online) • Assessment and Evaluation - a Quick Overview • Discussion iD

  3. Timetable • Keep an eye on the home page :-) iD

  4. Update: EDER 673 History of ID ID Terminology Instructional Design Philosophies SMCR/Feedback Communication Model Context based designs Learners and Learning Theories ID Models: A peek Ethics/ Ldrship Needs Analysis Media Selection Task Analysis Ordering Content (elaboration) Evaluation Motivation iD

  5. Course Objectives: A Review 1. Explore theories of learning and instruction, exploring implications and possible applications for their own practice, 2. Explore, develop and articulate their own instructional design models, to see how theory and practice can be articulated, 3. Design and present efficient, effective and appealing instructional interventions informed and referenced to theory, 4. Participate and present in a collaborative learning community to exchange and consider developing design ideas as instructional designers, 5. Examine the potential and limitations of media and technology use 6. Analyze some models critically and instructional interventions associated with the selection and sequencing of content across the instructional spectrum and 7. Explore and analyze the matching of instructional strategies to characteristics of learners and content. iD

  6. Blueprint Guidelines • I. Approach: ism • II. Introduction: State the purpose of this instruction. • III. Audience: State the intended audience for your report • IV. The Performance Problem: Explain the gap you will fill by your designed instruction. • V. Learners: Provide a description of the learners for whom this instruction is intended. • VI. Objectives: State the learning outcomes that you desire from this 30 minute instructional module. • VII. Scope and Sequence: Describe the decision making process you went through • VIII. Indicate optimal and minimal requirements for media and technology • IX. Indicate the instructional flow / process • X. Conclusion iD

  7. Blueprint Guidelines Grading Method for this project: Format: did the student follow the requested blueprint format? 10% Content: ID Model Application: did the student include and explain how the instructional blueprint uses the student's personal ID model? 30% Is the peformance problem clearly identified? 10% Clarity & Coherence: is the report clear and legible/logical? 20% Scholarly / Theoretical basis: Are key models and theories cited? 10% Conclusion: Does the conclusion explain the blueprint to someone who might contract the designer for exactly this instruction? 20% total: 100% iD

  8. Blueprint Presentation Guidelines: 6 elements iD

  9. Blueprint Presentation Guidelines: 6 elements iD

  10. Blueprint Presentation Guidelines: 6 elements iD

  11. Blueprint Presentation Guidelines: 6 elements iD

  12. Blueprint Presentation Guidelines: 6 elements iD

  13. Blueprint Presentation Guidelines: 6 elements iD

  14. Blueprint Presentation Guidelines: 6 elements See the bottom of the home page for guidelines iD

  15. ID Model Guidelines • Informed: Do theories underpin the model? • Referenced: Are theorists referenced/understood? (APA not needed) • Relationships: Between Elements are indicated/explained • Granularity: Visual Model addresses most elements of models covered in EDER 673… • Missing Elements: A rationale is provided for element exclusion in your model • Limitations of the ID Model: Are defined • Generalizability: Evidence or explanation of use of this model in • 2 different content areas • Scalability: Can I understand the lesson and the program design via your model? • Innovation: Uniqueness - do you explain a new approach? iD

  16. ID Model Guidelines iD

  17. ID Model Guidelines iD

  18. ID Model Guidelines iD

  19. ID Model Guidelines iD

  20. ID Model Guidelines iD

  21. ID Model Guidelines iD

  22. ID Model Guidelines iD

  23. ID Model Guidelines iD

  24. ID Model Guidelines iD

  25. ID model Presentation (April 17)Guidelines. iD

  26. ID model Presentation (April 17)Guidelines. iD

  27. ID model Presentation (April 17)Guidelines. iD

  28. Assignment For Next Week (January 30): A Guideline for the Verbal Assignment A guide for Vclass Discussion next week inour Synchronous Class Please refer to the lists on the following pages of students assigned to see whether you will present an excerpt from either Educational Technology Issues or Trends from the Anglin Book. You’ll present us with a snapshot of your short reading from Anglin. Have some fun with this :-)) These short student assignments will be presented verbally (Gene will use the whiteboard to type up the issues and examples as you speak). Below is a guide to help you. Please provide to the class, when called, to share, the following :-) 1. Please state a brief summary of your topic - Share the main message in the section that you were assigned. 2. Please state an example of your topic as you find it in your practice. - state the context of your practice (where I saw or do this) - state the example (the following is a concrete example of my topic, from my setting…) 3. Please state Your opinion on the topic : In your mind, has this topic changed since 1995? How so? 4. Ask someone a question that checks us to see if we understand the main point of your message. iD

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