Intro to Instructional Design. Instructional technology is a systematic way of designing, developing, implementing, and evaluating the processes of learning and teaching with specific objectives based on research in human learning and communication. It employs a combination of human and nonhuman resources to bring about more effective instruction. Instructional technology includes aspects of instructional design, product development, interactive learning technologies, multimedia, distance education, and library and information literacy. Each aspect of the field has unique contributions to make to the teaching-learning process. Image courtesy of Jari Schroderus Course Description Interested in a degree? This course was created by faculty in the Department of Instructional Technology and Learning Sciences at Utah State University . Course Contents OER IID - design_worksheet10bb.pdf , Spring 2005 OER IID - Objectives_verb_list.xls , Spring 2005 OER IID - filan1b1.doc , Spring 2005 OER IID - filan2b1.doc , Spring 2005.
Development.pdf (application/pdf Object) Design.pdf (application/pdf Object)
ADDIE Model. The ADDIE model is a framework that lists generic process that instructional designers and training developers use.[1] It represents a guideline for building effective training and performance support tools in five phases. AnalysisDesignDevelopmentImplementationEvaluation It is an Instructional Systems Design (ISD) model. Most current ISD models are variations of the ADDIE process.[2] Other models include the Dick & Carey and Kemp ISD models. Rapid prototyping is a commonly accepted improvement to this model.
This is the idea of reviewing continual or formative feedback while creating instructional materials. This model strives to save time and money by catching problems while they are still easy to fix. History[edit] ADDIE Model Phases of ADDIE[edit] Analysis phase[edit] The analysis phase clarifies the instructional problems and objectives, and identifies the learning environment and learner's existing knowledge and skills. Who are the learners and what are their characteristics? My Personalized Agile or What I have Learned from It. I complete exactly 3 months at ThoughtWorks today. While this has been a momentous career shift for me, I may not have written a blog post on it except for the learning. Needless to say, an understanding (albeit very rudimentary) of the Agile philosophy supersedes all other learning (and that has been plentiful too).
Coming from a very traditional, waterfall-driven background replete with all the drawbacks (what I perceive as drawbacks in comparison now), it took me quite a while to assimilate the philosophy—even the basics of Agile. A dictum like “Just deliver; don’t document unless the document is going to add value” would throw me into a tizzy. Don’t we need to document so that in case a point comes when the blame-game starts (I assumed it would), we have our backs covered? Apparently not because there is no blame game! There is no one to blame. The original Agile Manifesto, which is my source of inspiration, can be found here.
My interpretation of the Agile philosophy.