Instructional Design - Power Point Presentation
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What is ID and What it isnt 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.
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Is ittechnical writing?
information design?interface design?
graphics and animation design?teaching?
having subject matter knowledge?multimedia authoring?
web programming?all of the above and more?
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None of it!
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Instructional Design is the systematicdevelopment of instructional specificationsusing learning and instructional theory to
ensure the quality of instruction.It is theentire process of analysis of learning needsand goals and the development of a delivery
system to meet those needs.It includesdevelopment of instructional materials andactivities; and tryout and evaluation of all
instruction and learner activities.
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1. Analysis 2. Design
3. Development
4. Implementation5. Evaluation
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Training Needs Analysis
Learner Analysis (Learning Styles)
Performance Analysis Job-Task Analysis
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Define scoring and grades Identify prerequisites Understand learning context:
What training is relevant to your employeesjobs
What training will improve performance Distinguish between training needs from
organisational problems Link improved job performance with the
organisations goals and bottom line Through surveys, interviews, focus groups,
performance feedback
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Personal characteristics
Age
Profession
Gender Culture
Purpose and application of learning
Prior knowledge of subject
Computer or web expertise, if applicable Learning style
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Three primary learning styles:
Visual Auditory Kinesthetic
As many as 12 or 13 types of intelligences
Self-assessment 10 min.
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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.)
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Learning objectives Course content
Instructional strategies and methods Evaluation and design plan Resource requirements
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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
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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 previouslyformed ideas and beliefs. Lessons will at timesaffect change in belief systems and values.
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1. Gange's Theory: Behaviorist view
2. Ausebel's Theory: Cognitivist view
3. David Merrill: Component DisplayTheory
4. Dick and Carey: Systems approach
5.
Jerrold/ Kemp: Holistic approach suitedfor WBT
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6. Gerlach and Ely: Prescriptive model suited to
higher education.
7. Hannafin and Peck: 1) Needs assessment 2)Design 3) Development and implementation
8. Knirk and Gustafson: 1) Problem
determination 2) Design 3) Development
9. Tripp and Bichelmeyer:Rapid Prototypingsuited for research
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How do you pick an ID model? Dependson the instructional goal.
Concept learning information gatheringand organization
Cognitive skills problem solving andcritical thinking
Procedural skills practice and hands-onexperience
Behavioural changes role play andsituational practice
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Course materials
Learning activities
Lesson plan and instructor's guideDelivery system
Tests and assessments
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Provide active learning activities
Provide meaningful experiences to apply
course conceptsAllow for differing ways of learning
Plan for differing media (ILT vs. WBT)
Chunk information
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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?
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Bloom identified a hierarchy of six levels
of cognitive learning:
1. Knowledge (recall, least complex)
2. Comprehension
3. Application
4. Analysis
5. Synthesis6. Evaluation (most complex)
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Usability test
Production
T
rain-the-trainerDelivery
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Macromedia Authorware
Macromedia Coursebuilder
T
oolbookMultimedia tools
Web authoring tools
Database programming tools
LMSes
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A. Formative evaluation: learner
assessments, communication with
learners, periodic evaluationsB. Summative evaluation: analysis of
formative assessments, examinations,
surveys, interviews
C. Evaluation should closely link to thecourse objectives
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1. Technical writer/Course Developer
2. Editor
3. Graphics designer/Illustrator/Animator
4. Web designer5. Web programmer
6. Multimedia author/integrator
7. Sound recorder/editor
8. Database designer/programmer9. Project manager
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Knowledge of Instructional Design Theoriesand ability to create model
Knowledge of Education and Training
Knowledge of Adult Learning PrinciplesChunking Information Building Interactions Preparing QuizzesCreating Evaluations Knowledge of Standards:AICC, SCOR Knowledge of Copyright Issues
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Basics of InstructionalSystems Development,Chuck Hoddell
Training Design Basics, Saul Carliner
The Systematic Design of Instruction, Walter Dickand Lou CareyThe ID CaseBook, Peggy A.Ertmer and James
QuinnA Practical Guide to Needs Assessment, Kavita
Gupta
www.ASTD.org
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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 onT
raining Evaluation. He is stayingat a hotel and has to cross the street to reach the conferencevenue.There is no pedestrian crossing.
Write a short tutorial or an instructional script, notexceeding a page, explaining to him how to cross the streetsafely.
Write your instructional plan on another pageScoring:
Instructional Plan 40%
Instructional Script achieving learning objectives40%
Innovation 20%
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