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Instructional Design Program

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Instructional Design Program. Louis Keiner, CETL. Jennifer Shinaberger, TEAL Center ... Who's who at the CETL/TEAL Center. What will we accomplish in those meetings ... – PowerPoint PPT presentation

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Title: Instructional Design Program


1
Instructional Design Program
  • Louis Keiner, CETL
  • Jennifer Shinaberger, TEAL Center

2
Welcome and Introductions
  • Facilitators
  • Laura Hogue
  • Salvatore DeGennaro
  • Tracy Gaskin
  • Program logistics
  • Marjorie Metts

3
ID Program and Todays Agenda
  • Overview of program
  • What this program is and isnt
  • Instructor-centered workshop
  • Class and student-centered consultations
  • Requirements of the ID program
  • Other housekeeping details

4
Instructional Design What Is It?
  • Importance of instructor preparation
  • Instructional design background and definition
  • Quick history of the field
  • Systematic design of instruction to improve
    teaching and learning
  • Based on teaching and learning theory
  • Iterative process with formative summative
    evaluation
  • Scalability
  • Course, Unit, Chapter, Lesson
  • Why do I need it and how will it help me?

5
Instructional Design Process
Front End Analysis
Write Course Goal(s)
Identify Course Topics
Write Course Objectives
Sequence Content
Develop Activities
Select Media and Materials
Develop Instructional Strategies
Evaluate
6
Needs Assessment
  • All good instructional design begins with a needs
    analysis to identify the opportunity or problem
  • Getting a picture of your course and your
    students
  • Formal vs. informal needs assessment

7
Target Audience Analysis
  • Learner characteristics
  • Who are my students?
  • Year
  • Age (traditional vs. non-traditional)
  • Gender, ethnic, and socioeconomic distribution
  • Typical number of students in course
  • Learners requiring accommodations
  • Any other descriptive factors

8
Course Contextualization
  • Course description and specifics
  • Core, upper level, graduate
  • Prerequisites
  • Type of course (lecture, lab, seminar, workshop,
    writing intensive, etc.)
  • Instructional delivery (videoconference, online,
    technology-enhanced)
  • Typical time of day for course

9
Gap Analysis
  • What is the specific problem or opportunity that
    you like to address in your course?
  • Write this in your own words
  • What is the current status of your course?
  • What is the desired status?
  • Give some examples of why you know this problem
    or opportunity exists
  • What can be done to improve the course or
    leverage an opportunity?
  • Possible solutions

10
Resources for Gap Analysis
  • Student performance indicators
  • Test, quiz, lab and/or homework grades
  • Portfolios
  • Student evaluations
  • Other assessments or evaluations
  • Meetings with students

11
Student Perceptions About the Course
  • What feedback do you receive from students (about
    issues relevant to the problem or opportunity)?
  • Perceptions about tests, test results,
    instruction, activities, etc.
  • Why is this important?
  • Student buy-in

12
Gathering Your Resources to Write Goals and
Objectives
  • Departmental mission, goals, objectives
  • Catalog description of course
  • Professional society standards
  • Outside university materials
  • Colleagues syllabi, instructional materials,
    websites, etc
  • Textbook and ancillary materials
  • Current and/or past course syllabi
  • Student evaluation themes

13
Quick Education Review
  • Three domains of learning
  • Cognitive thinking domain
  • Affective attitudinal domain
  • Pyschomotor physical skill domain
  • Use depends upon course and nature of material

14
More Education Review
  • Blooms Taxonomy of Learning
  • Knowledge Level 1
  • Comprehension Level 2
  • Application Level 3
  • Analysis Level 4
  • Synthesis Level 5
  • Evaluation Level 6
  • Why is this good to know?

15
Goals and Objectives
  • Why is this important to know how to write good
    goals and objectives?
  • The Accountability Era
  • Measure student learning
  • Sequence material
  • Student self-evaluation and assessment

16
How to Write Goals
  • Characteristic of a goal
  • What would you like your students to be able to
    do at the end of your course?
  • Broad, general statement

17
Examples of Goals
  • The learner will
  • demonstrate mastery of the instructional design
    process
  • understand role of the systematic design of
    instruction within the context of the educational
    process, and
  • relate this knowledge to his or her educational
    profession
  • (from EDET 700 - Principles of Instructional
    Design)

18
Identifying Course Topics and Themes
  • What broad topics need to be addressed to achieve
    the goal of the course?
  • What themes do you as the instructor want to
    accomplish with your students?

19
Course Topics and Themes for EDET 760
Educational Technology Leadership
  • Change and Complexities Theories
  • Intro to Concepts of Planning for Technology
  • Technology, Learning, and Equity Issues
  • Computer Applications in Educational
    Administration
  • Computer Applications in Instruction
  • Multimedia in Education
  • Data Communications, the Internet and Educational
    Applications
  • Distance Learning
  • Hardware Planning and Evaluations/Software
    Selection and Evaluation
  • Faculty/Staff Development and Support
  • Managing Computer Facilities and Technology
    Centers
  • Financial Planning/Project Management

20
Objectives
  • Objectives vs. goals
  • Objectives operationalize goals
  • Measurable, observable and specific as opposed to
    broad
  • Why do we need objectives?
  • Align course to goal(s)
  • Produce assessment and evaluation which is
    consistent with objectives
  • Layout course expectations for students
  • Basis of instructional strategies, activities and
    evaluation/assessment

21
Examples of Course Objectives
  • To build on knowledge gained from introductory
    Spanish courses (101, 102, 111) by increasing
    ability in the four skills of speaking,
    listening, reading and writing.
  • (from Spanish 201, Intermediate Spanish, Part II)
  • Other examples

22
Writing Course Objectives
  • Objectives
  • Contain action verb based on Blooms Taxonomy
  • Are student-centered
  • Tell specifically what the student will be able
    to accomplish at the end of the instruction
  • Avoid use of fuzzy word (words intended more
    for goals understand, appreciate, embrace)
  • Rule of thumb at least 8, but no more than 20
    for a course

23
Sequencing of Content
  • Keep your goal(s) in front of you
  • Write out the objective
  • List student activities
  • Homework, in-class activities, assignments,
    readings, etc.
  • Media (materials)
  • Evaluative topics and measures

24
Whats Next?
  • Ideas for developing
  • Instructional strategies
  • Activities
  • Selecting media and materials
  • Incorporating technology
  • Ideas for assessment and evaluation

25
Individual Appointments
  • Whos who at the CETL/TEAL Center
  • What will we accomplish in those meetings
  • What will I be expected to prepare
  • How many times will we have to meet
  • Spin-off workshops
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