Strategy

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Strategy

• Dr. Saad M. Al-Shahrani

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What is instructional strategy?

• ... the rationale of the instruction
• ... the process of organizing the elements in the
  instruction
• Roles
• Materials
• Technologies
• Activities, ....
• The starting point of design

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Why instructional strategy?

• To meet your educational goals, you need to
  establish a strategy
• learner's needs
• learning style

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Planning
Revision
Implementation
Summative Evaluation
Confirmative Evaluation
Support Services
Instructional Strategies
Formative evaluation
Project Management
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What are the elements of a strategy?
CONTENT ORGANIZATION CLUSTERING
ACTIVITIES SCHEDULE INTERACTION (GROUPING)
INSTRUCTIONAL STRATEGY
TECHNOLOGIES MEDIA TOOLS
EVALUATION LEARNING INSTRUCTION
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1. Content

• Clustering Organization

• How many instructional modules or units?
• How are you going to organize the content?
• What is the efficient sequencing of the material?
  
• (to help the learner achieve the objective)

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Content Organization

• Sequencing

• 1. Identifiable prerequisites teach a skill
  required to
• perform another skill first.
• 2. Familiarity begin with the most familiar
  information and
• progress to the most remote.
• 3. Difficulty teach the less difficult before
  the most difficult.
• 4. Interest begin with the topics or tasks that
  will create the
• most learner interest.
• 5. Sophistication begin with concrete or simple
  and then proceed to abstract or complex concepts.
  

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EE203 Example /1

• Content clustered into five units
• Unit 1 Diodes
• Unit 2 Bipolar Junction Transistor (BJT)
• Unit 3 Field Effect Transistor (FET)
• Unit 4 Digital Circuits
• Unit 5 Differential Amplifiers

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Exercise/1

• Take 15 minutes to write down the Content
  Organization and clustering for your course
• What is the strategy to present content?
• From general to particular
• From simple to complex
• From easy to difficult
• How many instructional modules or units?
• How are you going to organize the content?

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2. Activities

• The most important educational task for designing
  the on-line course is determining appropriate
  instructional activities.
• Variety of activities (group and individual
  tasks, a simple to complex sequence, and a
  mixture of both on- and off- line) used to
  better meet learner needs and make course lively
  and interesting.

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Varieties of Online Activities I

• questions in the material which are used to have
  students stop and think for a few seconds.
• ticking boxes to indicate agreement or
  disagreement
• answering multiple-choice questions
• matching items
• completing a form or questionnaire
• making additions to diagrams or charts

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Varieties of Online Activities II

• drawing a graph or map
• writing a longer (open) answer of a question on
  the page of text or in text boxes on the computer
  screen
• processing writing with other students
• working on projects
• discussing issues with other learners via
  telephone, e-mail, computer conferencing, etc.

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Online Activities

• Frequency of activities
• No universal rules about the frequency of
  activities.
• One suggestion is every three computer screens.
• A good idea, is to insert Activities in
  situations where
• students have to adapt what they have learned and
  
• reflect on their learning progress.

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Online Activities

• Ways of generating activities
• Keep your objectives in mind
• Think of activities used in face-to face teaching
  and can be translated into online environment.
• Keep thinking about what would you like your
  learner to be doing with the material.
• Use questions such as
• "What would you expect to happen as a result?"
  "What can you deduce from this?" "What are the
  four main points raised so far?

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EE203 Example /2

• Activities
• Online Practice Quizzes
• Real applications for electronic devices (online
  reading)
• Interactive Examples
• Java applets from Internet
• Group discussion (online)

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Exercise/2

• Take 15 minutes to write down the Activities
  (Schedule and Interaction) for your course
• This part concerns about scheduling and types of
  activities. Examples of activities
• Problem-based learning
• Forum group discussion
• Tutorship once a week

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3. Technologies

• Technologies Components
• 1. Media (Authoring tools)
• Text (HTML, PDF, PowerPoint, doc)
• Graphics (animated gif, flash)
• Audio
• Video
• 2. Communication
• Synchronous (Conferencing, Chat)
• Asynchronous (Discussion Board, E-mail)

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Technologies

• Online Course Management System (CMS),
• such as Blackboard, or WebCT.

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Objectives and Technology
Take a moment and match objectives with
technologies

• Technology
• Synchronous chat
• PowerPoint
• Discussion Board response
• Video
• Animation
• Audio
• File sharing
• Find appropriate sites on the Web

• Learning Objectives
• Disseminate facts
• Communicate through writing.
• Understanding difficult concept
• Evaluate information
• Evaluate performance
• Foster problem solving
• Recognize sounds

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Technology selection

• Match your instructional objectives to the
  technology.
• Define your purpose and the find the technology
  that meets your needs, rather than vice versa.

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EE203 Example /3

• Technology
• Course Management System,WebCT.
• 1. Media (Authoring tools)
• Text (Authorware and HTML)
• Graphics (animated gif, flash)
• Audio
• 2. Communication
• Asynchronous (Discussion Board, E-mail)

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Exercise/3

• Take 10 minutes to write down the Technologies
  (Media and Tools) will be used in your course.
• Example
• WebCT environment
• Forum
• Submission tool
• Calendar
• Flash animation for explaining main concepts
• Authorware for content publishing

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4. Evaluation

• What to assess
• learners' attainment of lesson objectives.
• learners' progress towards attainment of the
  course objectives.

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Evaluation

• Methods of assessment
• Weakly submissions (20)
• Quizzes (10)
• Midterm Exam (20) (Face-to-face)
• Final group assignment (40)
• Discussion forum participation (10)

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EE203 Example /4

• Evaluation
• Eight homework assignments (6)
• Six in class quizzes (8)
• Design project will be assigned in week 6 and
  collected in week 13 (6)
• Discussion forum participation (5)
• Two Major Exams (Face-to-face) (25)
• Laboratory (20)
• Final Exam (Face-to-face) (30)

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Exercise/4

• Take 10 minutes to write down the evaluation
  methods will be used in your course.
• How can the student's progress be evaluated?
• Example
• Weakly submissions (20)
• Quizzes (10)
• Midterm Exam (20) (Face-to-face)
• Final group assignment (40)
• Discussion forum participation (10)

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Thank You Dr. Saad Al-Shaharni