Design

Instructional Design and Content Development

Workshop

Design Phase

Using Analysis phase outcomes in Designing phase tasks

Collecting learning resources and distributing on the lessens

Course designing criteria: texts, multimedia, screen elements, and navigation.

Writing interactive activities. Writing feedback for the interactive activities. Writing self-assessment questions. Producing a storyboard for a lesson.

Workshop Topics

Do not write open learning materials and distance learning as textbook but write them as workbook.

Writing Interactive Activities

The student learns by doing the activities and not from the content.

Learning activities are very important because they evoke active learning

The best test to see how effective is the learning activity is by asking the designer himself the following question:What the student will gain by doing the

activity?

Interactive Activities

The student learns by doing the activities.

The importance of learning activities: help students to re-

organize information and to adapt them

help students to see the internal relations between the components of the scientific content.

Interactive Activities

Integrating technology in the learning activities adds to them:

Interaction between the student and the content of the activity

Positive and energetic

Efficiency in responding to individual differences among students

The ability to provide instant feedback

Variation in application methods and learning

Attract the attention and enhance memory by repeating the information.

Writing Interactive Activities

Title for the activity or its number.

Explaining the importance of the activity in learning and how it can achieve the learning objective.

Before the activity, there must be introduction to orient the student to do the activity.

Giving instructions to do the activity.

Directing the speech to the students; define, explain

Revising what has been learned in the activity.

Short text containing short sentences .

Criteria for Writing Interactive Activities

Short answers

Multiple choice questions

Accounting

Matching

Linking to the learners’ experiments

Designing

Compositions

Examples for Interactive Activities

Completing tables or figures

Collecting information Categorizing

Oriented analysis

Experimentation

Compare and search the Antipodes

Case study

Definition of Feedback:

Feedback is an away to inform the student the outcomes

learned by providing information on the progress of his/her

performance continuously. This is to help in the development of

his/her performance. This is to show him/her if s/he is in the

right direction, or modify it if it needs. Feedback does not mean

providing the student only the scores of the answer whether

right or wrong, but it goes beyond that by providing

explanation to the student by the teacher.

The importance of feedback:

The feedback informs the student with his/her result. This helps to reduce the student tension in case of not knowing his/her result.

The student becomes convinced that his/her result is an outcome of the effort s/he did and s/he has to study more next time.

Correcting the student's mistakes helps him/her to change the wrong information s/he has and replace it with correct one.

The student can know his/her status from achieving the learning objective.

Preparing a learning atmosphere has respect, security between the students themselves and with the teacher.

Preparing students to democracy practices, respecting, developing positive feelings about their learning abilities.

The Kinds of Feedback:

The feedback is generally divided to:

Informative feedback: in this kind of feedback, the

student is informed whether his/her answer is correct or

not without any explanation.

Simple feedback: in this kind of feedback, the student is

informed whether his/her answer is correct or not with

correction to the wrong answer.

Explanatory feedback: in this kind of feedback, the

student is informed whether his/her answer is correct or

not with explanation for correct and wrong answers.

Feedback Criteria:

According to educators the feedback has 3

criteria:

Promoted.

Motivated.

Oriented

Conditions for Writing Feedback:

The following conditions should be in the feedback to enable the student to use the feedback and achieve the learning process objectives :

The feedback must be continuous.

The feedback must be in the light of the objectives.

Analyzing the results of the feedback needs deep understating and analyzing.

The feedback should be inclusive, to include all elements of the learning process.

All the learning tools should be used in writing the feedback.

Activity: writing the activity and feedback

Activity: write the activities for some learning objectives

you have written

Self-assessment questions should enable the students to check his/her progress and if s/he achieve the objectives correctly.

The self-assessment questions should be objective to enable the students to check his/her answers.

Self-assessment Questions

The self-assessment questions are written by using the learning objectives.

Should have instructions for answering. The questions should be clear to the

students to answer. Should have objective questions.

Criteria for Writing Self-assessment Questions

The Differences Between the Activities and SELF-ASSESSMENT

Activity Self-assessment

Encourage learning Emphasize learning

Constructive Definitive

A specific for a task General for different tasks

Followed up by a feedback to encourage learning

Followed up by an answer to emphasize learning

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