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Instructional Design

Instructional Design
Scaffolding helps to build a framework for the learners What is Instructional Design? Instructional Design is defined as “a systematic process that is employed to develop education and training programs in a consistent and reliable fashion” (Reiser, Dempsey, 2007). increase and enhance the possibility of learning makes the acquisition of knowledge and skill more efficient, effective, and appealing, encourages the engagement of learners so that they learn faster and gain deeper levels of understanding In a nutshell, instructional design can be thought of as a process for creating effective and efficient learning processes. While other models are aimed at specific learning processes, such as van Merriënboer's 4C/ID model, which is used when the learners must master complex problem solving. Learning can be quite complex, thus there is no one size fits all methodology. Differences Between Instructional Design and Instructional System Design Strategies of Instructional Design 1. 2. 3. Related:  teaching

Instructional Design ISD at Warp Speed First, the Wrap-up After looking at the earlier models of ISD, it almost seems inevitable that we would end up with the present ADDIE model that contains the five phases of analysis, design, development, implementation, and evaluation. Almost every version throughout its history either had or alluded to the five phases of the model. Thus, this could conceivably be the most stable part of ISD as even its opponents have a hard time arguing against the five phases as Diane Gayeski notes in A Hard Look at ISD. Good Points of ISD Bridges the gap between the "science of learning" and the "art of teaching" A Cyclic process or spiral arrangement of ongoing continuous improvement Its purpose is "learning" rather than "instruction" Capable of prototyping More than a is a relationship of processes Bad Points of ISD It is a cybernetic system that seems to be able to steer its way towards a desired destination Orientated towards the use of behavioral/performance objectives Thus... Needs Analysis

ARCS Design Process The ARCS motivational design process is a systematic problem solving approach that requires knowledge of human motivation and progresses from learner analysis to solution design. More specifically, the process includes: Knowing and identifying the elements of human motivation, Analyzing audience characteristics to determine motivational requirements, Identifying characteristics of instructional materials and processes that stimulate motivation, Selecting appropriate motivational tactics, and Applying and evaluating appropriate tactics. Thus, motivational design includes a systematic process that contains these steps and results in the preparation of learning environments that contain tactics, or activities, that have a predictable influence on the amount and direction of a person’s behavior. Instructional design, by contrast, is concerned with factors that influence how well a person will be able to acquire, recall, and use new knowledge and skills. Keller, J. Keller, J.

What does an instructional designer do? In the past few months, I’ve been asked by a number of different people what an instructional designer does and how to get into the field. I love instructional design because it is a field where I am constantly learning and I have a great variety in what I do. I use so many different skills—writing, web design, graphics, collaboration, planning, plus of course how people learn. Since this question has come up more than once, I thought it would be useful to collect all the information I have emailed people privately and post it here. This will be a series of posts over the week or so. So without further ado, here’s the first installation: What does an instructional designer do? I’m emphasizing “experiences” here deliberately, even though that isn’t always how others would describe the job. If all you’re doing is dumping content into PowerPoint slides or text to read, you don’t need an instructional designer. How do we do that? Update: Other Posts in this Series Free Subscription

Explicit Instructions | Effective and Efficient Teaching » Anita L. Archer, PhD Anita L. Archer, PhD, is an educational consultant to school districts on explicit instruction, the design and delivery of instruction, behavior management, and literacy instruction. She has taught elementary and middle school students and is the recipient of 10 awards honoring her excellence in teaching and contributions to the field of education. Dr. Raised in the Pacific Northwest, Anita’s primary home is in Portland, Oregon where she enjoys entertaining friends, attending symphony and opera performances, and practicing her cello (She is a beginner.) Toolkit Essential Questions These are questions which touch our hearts and souls. They are central to our lives. They help to define what it means to be human. Most important thought during our lives will center on such essential questions. What does it mean to be a good friend? If we were to draw a cluster diagram of the Questioning Toolkit, Essential Questions would be at the center of all the other types of questions. All the other questions and questioning skills serve the purpose of "casting light upon" or illuminating Essential Questions. Most Essential Questions are interdisciplinary in nature. Essential Questions probe the deepest issues confronting us . . . complex and baffling matters which elude simple answers: Life - Death - Marriage - Identity - Purpose - Betrayal - Honor - Integrity - Courage - Temptation - Faith - Leadership - Addiction - Invention - Inspiration. Essential Questions are at the heart of the search for Truth. Essential Questions offer the organizing focus for a unit.

Eesti Haridusteaduste Ajakiri. Estonian Journal of Education Eesti Haridusteaduste Ajakiri. Estonian Journal of Education on eelretsenseeritav ja rahvusvahelise toimetuskolleegiumiga avatud juurdepääsuga ajakiri, mis avaldab eestikeelseid akadeemilisi originaaluurimusi ja teaduspõhiseid kaastöid kasvatusteadustest, haridusest ja õpetajakoolitusest kogu selle mitmekülgsuses. Ajakirja antakse välja Tartu Ülikooli ja Tallinna Ülikooli koostöös, Tartu Ülikooli Kirjastuse väljaandena ning avaldatakse avatud publitseerimise platvormil OJS (Open Journal Systems). Eesmärgiks on kindlustada eestikeelse haridusteaduse kestvus, arendada omakeelset erialaterminoloogiat ning toetada kõrgetasemelise ja rahvusvaheliselt tunnustatud Eesti peadagoogikateadlaste järelkasvu. Eesti Haridusteaduste Ajakiri pakub eestikeelset avaldamisruumi haridus- ja piirneva valdkonna teadlastele. Oodatud on nii empiirilisi uuringuid tutvustavad kaastööd kui ka teoreetilised ülevaateartiklid. Ilmumissagedus on kaks numbrit aastas (mais ja novembris ). Announcements No 2(1) (2014)

Stern Math: Videos Working with children in class Number Relationships Temple Ary, math specialist and teacher trainer, working with first grade children at Harlem Success Academy in New York City. Temple is using the Counting Board to teach the numbers 1 to 10 and to show what numbers mean. The children can see the pattern of how the numbers increase by a single unit, the difference in length and height, the order of the numbers, and their relationship to one. She has not yet introduced the written symbols for the numbers because she wants the children to get these number sense concepts first. Even Numbers Temple Ary with second graders at Harlem Success Academy in New York City, using the Pattern Boards to teach odd and even. Whole class lesson on adding 9 Temple Ary with a whole class of second graders at the Ramaz School in New York City. An Interview by Professor Herbert Ginsburg, Jacob H. Interview with Temple Ary on Stern Math Part 1 Dr. Interview with Temple Ary on Stern Math Part 2 More videos

Dear eLearning Designers, Please Stick To These Basic Design Principles Dear eLearning Designers, Please Stick To These Basic Design Principles In today’s market, eLearning professionals and trainers need a good working knowledge of design principles. This is not to imply that they need to understand code or acquire a design degree, rather they ought to be able to identify what makes a good course and what a bad. This guide details the fundamental principles every course developer must know including how to utilize techniques to help workflow and produce significant effects in eLearning design. 1. The four basic principles present in every eLearning design can be abbreviated to CRAP. According to The Non Designers Design Book by Robin Williams, the four basic principles that apply to designing anything (including eLearning) are: Contrast. 2. Most coherent, connected, and unified designs follow the principles of Gestalt, a term which means whole. Similarity. 3. Good Design Is Innovative.

for Education All of our RISE Award recipients are working with diverse student populations to increase access and interest in Computer Science. Google is proud to partner with the following organizations: 2014 North America Award Recipients Carver School of Technology | The GAETT Program | Atlanta, Georgia The GAETT Program will serve as an afterschool enrichment program to increase the number of African American females from underserved communities participating in STEM programs in metro Atlanta. URBAN Teens eXploring Technology | Los Angeles, CA URBAN Teens eXploring Technology (URBAN TxT) encourages inner city teen males to become catalysts of change in their communities. DiscoverE | Alberta, Canada DiscoverE is a non-profit initiative at the University of Alberta focused on delivering high-impact camps, workshops, and clubs. Globaloria | New York, New York HER Ideas in Motion | Cleveland, Ohio Institute for Computing Education (ICE) at Georgia Tech | Project Rise Up 4 CS | Atlanta, Georgia