background preloader

Instructional Design Models

Instructional Design Models
Instructional Design Models Models, like myths and metaphors, help us to make sense of our world. Whether derived from whim or from serious research, a model offers its user a means of comprehending an otherwise incomprehensible problem. An instructional design model gives structure and meaning to an I.D. problem, enabling the would-be designer to negotiate her design task with a semblance of conscious understanding. Models help us to visualize the problem, to break it down into discrete, manageable units. The value of a specific model is determined within the context of use. -Martin Ryder Some Basics What is design? See also... The Models: Comparitive Summaries Related:  Instructional Design

Fundamental Design of Learning Activities I’ve quoted Richard Buchanan previously in a definition of Design Thinking as “the integration of signs, things, actions and environments that addresses the concrete needs and values of people in diverse circumstances.” Design Thinking offers a set of tools to make sense of “wicked problems” and mysteries, and in this post I attempt to narrate my ideational journey in making sense of learning by digital means, the concept that I call learning experiences, and a notional (but far from complete) model for learning activities designed for individuals to experience. I make this attempt for a number of reasons. Much effort is going into this concept by ADL and, unlike the late 1990s when the Sharable Content Object Reference Model (SCORM) was being developed, there exists an ability to raise the level of awareness for larger audiences that will no doubt be affected over the next 20 to 30 years by the design decisions that are made in the coming months. What Are Some Prototype Experiences?

Intro to Online Course Design "Design is not just what it looks like and feels like. Design is how it works." — Steve Jobs As an online instructor, you may find yourself involved in numerous roles related to online course design. Online course design requires a wide range of skills and tools. This article provides an overview of the field of instructional design and technology, a look at the typical process of an online course design project, guidelines for faculty subject matter experts (SME), as well as resources for further reading and research. Instructional Design & Technology Instructional Design and Technology is an area of study and practice that is constantly evolving. Models, Theories, and Frameworks Martin Ryder, an instructor with the Graduate School of Education at the University of Colorado at Denver, maintains a popular list of instructional design models that includes frequently used models as well as resources related to learning theories and taxonomies. Competencies Online Learning Quality Initiatives

EduTech Wiki Accessibility Mijn opbrengstgerichte les | KPC Groep E-learning quality assurance standards, organizations and research I am surprised how often academic colleagues argue that there are no quality standards for e-learning. Well, hello, I’m sorry, but there are and some of them are damned good. However, I was surprised to find while doing some research for a client that there is no single source where one can go to compare different quality standards for e-learning. Canada Barker, K. (2002) Canadian Recommended E-learning Guidelines (CanREGs) Vancouver BC: FuturEd/CACE (also available in French) Barker, K. (2001) Creating quality guidelines for online education and training: consultation workbook Vancouver BC: Canadian Association for Community Education BC Ministry of Education (2010) Standards for K-12 Distributed Learning in British Columbia v3.0 Victoria BC: BC Ministry of Education Ontario Postsecondary Education Quality Assurance Board: Review Guidelines: Review of Capacity to Deliver Online Degree Programming Toronto ON: Ministry of Training, Colleges, and Universities Europe Sweden New Zealand Australia

Using Biggs' Model of Constructive Alignment in Curriculum Design/Introduction - UCD - CTAG The main theoretical underpinning of the outcomes-based curriculum is provided by Biggs (2003). He calls the model constructive alignment which he defines as: …coherence between assessment, teaching strategies and intended learning outcomes in an educational programme. As currently articulated, the model is attributed to Biggs (2003, 1999) but the essentials were formulated by Tyler (1949) some 50 years earlier - and elaborated in the 1980s by Shuell (1986). Figure 1: A Basic Model of an Aligned Curriculum. Figure 2: An Example of Constructive Alignment in a Curriculum (Further examples are given in Appendix 1) Biggs actually suggests that teaching and learning activities are designed second and the assessment regime third (page 30). Appropriate verbs can be discovered or derived by relating the model to a learning taxonomy. Figure 3: Adapting the Model to Allow for Differential Levels of Achievement. Back to the HomepageIntroduction (continued)

IDKB - Models/Theories Learning happens when a correct response is demonstrated following the presentation of a specific environmental stimulus Learning can be detected by observing an organism over a period of time Emphasis is on observable and measurable behaviors Uses a "black box" metaphor - the learner is a black box, what happens inside is unknown Emphasis is on relationships between environmental variables and behavior Instruction utilizes consequences and reinforcement of learned behaviors Believes behavior is guided by purpose Cues are antecedents to behavior and set the conditions for its occurence Learning is a change of knowledge state Knowledge acquisition is described as a mental activity that entails internal coding and structuring by the learner Learner is viewed as an active participant in the learning process Emphasis is on the building blocks of knowledge (e.g. identifying prerequisite relationships of content) Focus is on how learners remember, retrieve, and store information in memory

Universal Design for Learning: Online Tutorial Presuming Competence By Design • A Tutorial for Systems, Environment, Curricular, and Materials Design in Learning Systems Requirements While there are many ideas and concepts that translate from classroom practice to online practice (yes, good objectives and multimodal presentations and flexible assessments are important in all environments), there may be some things that are different or that can be done differently in online environments. This section focuses on suggestions specific to online learning in major areas and provides examples of what others have done in their settings. Universally-Designed Learning Goals and Objectives (the most important content you will read in this tutorial) Universally-Designed Materials Universally-Designed Assessment

Canon voor beroepsonderwijs ecbo | Curriculumontwerp Auteurs Patricia Brouwer, Expertisecentrum Beroepsonderwijs Creativiteit in gebondenheid, zou je het kunnen noemen. Kwalificatiedossier als startpuntEen curriculum – leerplan is het ouderwets-degelijke Nederlandse woord – zou je kunnen omschrijven als een samenhangend geheel van studieonderdelen die samen een opleiding vormen. Ontwerpen van het opleidingscurriculumUltiem doel van elk curriculum, ook in het mbo, is om leeractiviteiten te ontlokken aan studenten. Klik hier voor een schematisch overzicht van ‘verschijningsvormen’ van het curriculum . ComponentenUit welke componenten bestaat een curriculum nu, in z’n meest complete vorm? Rationale of visie. Het spinnenweb is geen willekeurig gekozen metafoor. Formeel en informeelHet curriculaire spinnenweb met zijn tien componenten heeft met name betrekking op wat de student leert ‘in de klas’, op de onderwijsinstelling. De kwaliteit van het curriculumWat is het onderwijs zonder toetsen, cijfers en diploma’s? Relevantie. Enkele deskundigen:

Related:  kui on aegaeducation