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). In addition, it may be thought of as a framework for developing modules or lessons that (Merrill, Drake, Lacy, Pratt, 1996): 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. Differences Between Instructional Design and Instructional System Design 1.
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. 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? Note: I don’t consider this to be a completely comprehensive description by any stretch of the imagination.
Instructional Design 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. Ilmumissagedus on kaks numbrit aastas (mais ja novembris ). Eesti Haridusteaduste Ajakiri. The journal uses Open Journal Systems (OJS) and will be published in collaboration with the University of Tartu and Tallinn University by the University of Tartu Press. Announcements No 2(1) (2014)
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
IS UNIT WEB SITE - IPTS - JRC - EC Starting date: May 2009 Duration: 18 months Client: European Commission, Directorate General for Education and Culture, Unit Jean Monet, partnerships and relations with agencies (EAC A3) Objective: It is acknowledged by policymakers and researchers that a fundamental transformation of education and training throughout Europe is needed, not only to maintain existing levels of education and training in the population, but also to develop the new skills and competences required if Europe is to remain competitive and grasp new opportunities. To direct policy action appropriately, a methodologically sound approach is needed, outlining possible visions of a European knowledge society in 2020 and indicating emergent novel competences and ways of acquiring them. The aim of this foresight activity is to contribute to this vision building process by providing a range of imaginative visions on the key components of creative and innovative learning in Europe in 2020. Key findings: Key challenges:
Background – Development Impact and You The Development Impact and You toolkit has been specially designed for practitioners to dive straight into action. Yet the tools presented here are grounded in existing theories and practices of innovation, design, and business development. This section offers a ‘bird’s eye view’ of the main pillars underlying the theory and management of social innovation and for each of these topics we have provided references for further reading. 1. Innovation is sometimes written about as an almost magical process. Although every real innovation is a complex story of loops and jumps, there are various stages that most innovations pass through. The seven stages are: Opportunities & challenges: These include all the initiating factors like a crisis, new evidence, inspirations etc. which highlight the need for change. Generating ideas: Most of the ideas you come up with at first won’t work. Developing & testing: New ideas are always helped by robust criticism. Further reading on the stages of innovation:
Michael Hyatt | Intentional Leadership Connectivism: Connecting with George Siemens | Educational Discourse See on Scoop.it – Educational Discourse George Siemens, a main proponent of connectivism and a social media strategist with the Technology Enhanced Knowledge Research Institute (TEKRI) at Athabasca… Kelly Christopherson‘s insight: I’ve been doing a great deal of reading and thinking about digital citizenship. One of the main ideas that I keep thinking about is that digital citizenship, and to an even larger degree citizenship, it is about connections. As individuals, we are able to connect in so many ways and those connections can lead to more connections, some stronger than others. See on www.youtube.com If you enjoyed this article, Get email updates (It’s Free)