background preloader

The ADDIE Design Phase

The ADDIE Design Phase
Related:  instructional design

Instructional or Learning Design Framework This section describes a Framework for designing learning environments. It includes two templates (Excel workbooks) that aids in the instructional design. While the two spreadsheets are discussed at the end of this article, you might want to download them now and look them over as both further explain the concepts listed in this article. This Learning or Instructional Design Framework is built on three models: Collins, Brown, and Newman's Cognitive Apprenticeship Bloom's Taxonomy Instructional strategies for presenting content as described by van Merriënboer Cognitive Apprenticeship Cognitive Apprenticeship is defined as “learning-through-guided-experience on cognitive and metacognitive, rather than physical, skills and processes” (Collins, Brown, Newman, 1989, p. 456). While the authors acknowledge that other forms of learning are important, such as reading or listening, they do not list it in their model (Collins, Brown, Holum, 1991). Bloom's Taxonomy The Framework The Workbooks Comments

What Makes Effective eLearning? | Rob's Learning and Technology Blog There seems more interest than ever in elearning, but I worry that people will charge headlong for an author tool thinking it’s the answer to their prayers. The trouble is there’s more to creating good elearning than just using the author tool. Whatever we build it must be effective. We all know that, but what does ‘effective’ mean? Relevant – it must align to what I, the learner, want to achieve. It’s not easy, but ensuring that whatever you produce satisfies all five of these requirements will allow you to create a truly effective learning experience. Like this: Like Loading... Taxonomie de Bloom Un article de Wikipédia, l'encyclopédie libre. La roue de la taxonomie de Bloom. La taxonomie de Bloom est un modèle pédagogique proposant une classification des niveaux d'acquisition des connaissances[1]. Benjamin Bloom, bien qu'il n'en soit pas le seul créateur (34 universitaires américains participent aux conférences de 1949 à 1953), est souvent reconnu comme le « père » de cet outil[2],[3]. Description[modifier | modifier le code] La taxonomie organise l'information de façon hiérarchique, de la simple restitution de faits jusqu'à la manipulation complexe des concepts, qui est souvent mise en œuvre par les facultés cognitives dites supérieures[4]. Composition[modifier | modifier le code] La taxonomie des objectifs éducationnels selon Bloom. Elle peut être résumée en six niveaux, chaque niveau supérieur englobant les niveaux précédents. Révision[modifier | modifier le code] Ainsi en 2001 une taxonomie révisée de Bloom a été proposée par plusieurs auteurs dont Lorin W. Taxonomie de van Hiele

Instructional Systems Development Opportunities at ASTD 2012 Need to learn more about Instructional Systems Design, but don't know where to start? Try out the ASTD 2012 International Conference. Held each spring, the ASTD 2012 International Conference and Exposition welcomes 8,000 workplace learning professionals from more than 70 countries. Under the ISD umbrella, ASTD 2012 promises a broad range of ideas and points of view. One of my favorite "good problems to have" is too many sessions that I want to check in on at a conference. Here are a few that represent a fantastic sampling of what's hot in the ISD field, and some that I will definitely be popping in on and doing some tweeting: "Evidence-based Training: Beyond Learning Fads and Fables" - Ruth Clark - SU103Based on her ASTD best-selling book, Evidence-based Training Methods, Ruth Clark will update you on the latest research on these and other important decisions you make every day regarding instructional models, methods, and design architectures.

Analysis For eLearning Projects SumoMe When you are hit with a new training or eLearning project or even an idea for a project, you need the facts before you can proceed. You can usually gather the facts by conducting one or more forms of analysis, of which there are many flavors. You’ll find that the amount of effort required for an analysis varies. In some cases, it involves no more than interviewing several key people. Here are some of the most common forms of analysis that I use. Needs Analysis or Assessment There are several types of needs assessments. How to get the information: Interviews with stakeholders and managersInterviews with target audience membersInterviews with other relevant staff, e.g., Information Technology and Human ResourcesProvide surveys and questionnaires to the target audience to assess knowledgeObservation of target audience members performing relevant tasks Audience Analysis Try to identify the following: How to get the information: Task Analysis Instructional Analysis . Environment Analysis

L'humour pour apprendre Lorsque toute une classe rit à gorge déployée, c'est rarement du à une intention de l'enseignant. L'humour est chose difficile à manipuler en classe, car il faut savoir en maîtriser les effets. Les élèves pour leur part, utilisent le rire comme une parade devant des cours trop ennuyeux, ou trop compliqués. Il faut bien plus que quelques blagues à un enseignant aujourd'hui pour être populaire. Certains n'hésitent pas à affronter les jeunes sur leur propre terrain. Ainsi le prof britannique à découvrir cette semaine est-il un redoutable rappeur qui, au passage, transmet des messages bien sentis sur l'inutilité des paroles racistes, vulgaires ou homophobes dans le rap. L'humour crée de la proximité entre les protagonistes et, quand ses effets sont maîtrisés, un climat propice à l'apprentissage. Cette semaine, Thot Cursus observe les manifestations de l'humour sur la toile et s'intéresse à l'usage de l'humour pour apprendre. photo : ehpien via photopin cc La pédagogie des morts-vivants

The Journal of Applied Instructional Design Guide pédagogique : courants, démarches, méthodes, types de savoir et exercices Comprendre les modèles pédagogiques est essentiel pour toute personne exerçant bénévolement ou professionnellement dans les domaines de la sensibilisation, de l’apprentissage ou de la formation au numérique (ou à d’autres sujets). Le portail FOAD Spirit propose un dossier de 25 pages, gracieusement téléchargeable (en pdf) : le mini-guide pédagogique qui propose une présentation des différents courants, méthodes et démarches pédagogiques ainsi que les types de savoirs. Exploration de la pédagogie avec exercices Ces connaissances concentrées en un document unique de synthèse donnent à voir les différentes approches pédagogiques et présentent une démarche active avec un exercice à penser en continu et à compléter en fin de dossier pour aider à réaliser le jeu du mot mystère. Sommaire du mini-guide pédagogique 3 courants pédagogiques Le behavorisme Le constructivisme Le socio-constructivisme Les démarches pédagogiques La démarche déductive La démarche inductive La démarche dialectique Annexes

Kirkpatrick's Four-Level Evaluation Model in Instructional Design Perhaps the best known evaluation methodology for judging learning processes is Donald Kirkpatrick's Four Level Evaluation Model that was first published in a series of articles in 1959 in the Journal of American Society of Training Directors (now known as T+D Magazine). The series was later compiled and published as an article, Techniques for Evaluating Training Programs, in a book Kirkpatrick edited, Evaluating Training Programs (1975). However it was not until his 1994 book was published, Evaluating Training Programs, that the four levels became popular. While most people refer to the four criteria for evaluating learning processes as “levels,” Kirkpatrick never used that term, he normally called them “steps” (Craig, 1996). The four steps of evaluation consist of: Step 1: Reaction - How well did the learners like the learning process? Not Just for Training While some mistakenly assume the four levels are only for training processes, the model can be used for other learning processes.

Apprentissage Un article de Wikipédia, l'encyclopédie libre. L’apprentissage est un ensemble de mécanismes menant à l'acquisition de savoir-faire, de savoirs ou de connaissances. L'acteur de l'apprentissage est appelé apprenant. On peut opposer l'apprentissage à l'enseignement dont le but est de dispenser des connaissances et savoirs, l'acteur de l'enseignement étant l'enseignant. L'imitation est l'un des modes d'apprentissage fréquemment observé dans le monde animal. Pour la psychologie inspirée du béhaviorisme, l’apprentissage est vu comme la mise en relation entre un évènement provoqué par l'extérieur (stimulus) et une réaction adéquate du sujet, qui cause un changement de comportement qui est persistant, mesurable, et spécifique ou permet à l’individu de formuler une nouvelle construction mentale ou réviser une construction mentale préalable. Définition de l'apprentissage[modifier | modifier le code] Apprentissage, acquis et inné[modifier | modifier le code] XXI c.

Constructivist Learning Design Paper Teachers and teacher educators make different meanings of constructivist learning theory. At a recent retreat with facilitators of learning communities for teachers who were studying in a Masters of Education program, we were talking about our common reading of The Case for Constructivist Classrooms (Brooks & Brooks, 1993). We asked the ten facilitators to answer this question, "What is constructivism?" The results were interesting because all of their definitions were quite different and reflected their own understanding of the term and the text. This was a clear demonstration that what we read does not produce a single meaning but that understanding is constructed by the readers who bring prior knowledge and experience to the text and make their own meaning as they interact with the author's words. The following interpretation of constructivist learning reflects our understanding of and beliefs about constructivism. 1. 2. A. B. 3. 4. 5. 6. Ausubel, D. (1978). Bloom, Benjamin.

Constructivism Learning Theory Constructivism Learning Theory Constructivism learning theory is a philosophy which enhances students' logical and conceptual growth. The underlying concept within the constructivism learning theory is the role which experiences-or connections with the adjoining atmosphere-play in student education. The constructivism learning theory argues that people produce knowledge and form meaning based upon their experiences. Two of the key concepts within the constructivism learning theory which create the construction of an individual's new knowledge are accommodation and assimilation. Assimilating causes an individual to incorporate new experiences into the old experiences. The role of teachers is very important within the constructivism learning theory. Go Deeper Into Our Constructivism Learning Theory Categories Constructivism Basics

Related: