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Instructional design

Instructional design
History[edit] Origins[edit] During World War II, a considerable amount of training materials for the military were developed based on the principles of instruction, learning, and human behavior. Tests for assessing a learner’s abilities were used to screen candidates for the training programs. 1946 – Edgar Dale’s Cone of Experience[edit] In 1946, Dale outlined a hierarchy of instructional methods and their effectiveness.[6] Mid-1950s through mid-1960s - The Programmed Instruction Movement[edit] Early 1960s - The Criterion-Referenced Testing Movement[edit] Robert Glaser first used the term “criterion-referenced measures” in 1962. 1965 - Domains of Learning, Events of Instruction, and Hierarchical Analysis[edit] 1967 - Formative Evaluation[edit] In 1967, after analyzing the failure of training material, Michael Scriven suggested the need for formative assessment – e.g., to try out instructional materials with learners (and revise accordingly) before declaring them finalized.[5] See also[edit]

Learning object A learning object is "a collection of content items, practice items, and assessment items that are combined based on a single learning objective".[1] The term is credited to Wayne Hodgins when he created a working group in 1994 bearing the name[2] though the concept was first described by Gerard in 1967.[3] Learning objects go by many names, including content objects, chunks, educational objects, information objects, intelligent objects, knowledge bits, knowledge objects, learning components, media objects, reusable curriculum components, nuggets, reusable information objects, reusable learning objects, testable reusable units of cognition, training components, and units of learning. Learning objects offer a new conceptualization of the learning process: rather than the traditional "several hour chunk", they provide smaller, self-contained, re-usable units of learning.[4] Definitions[edit] The following definitions focus on the relation between learning object and digital media. [edit]

Differentiated Instruction with UDL By Tracey Hall, Nicole Strangman, and Anne Meyer Note: Updated on 11/2/09; 1/14/11; Please visit the AIM Center home page. Introduction Not all students are alike. Based on this knowledge, differentiated instruction applies an approach to teaching and learning that gives students multiple options for taking in information and making sense of ideas. Differentiated instruction is a teaching theory based on the premise that instructional approaches should vary and be adapted in relation to individual and diverse students in classrooms (Tomlinson, 2001). This report on differentiated instruction and UDL begins with an introduction to differentiated instruction in which we provide the definition, a sampling of considerations and curriculum applications, and research evidence for effectiveness. The literature review in this paper is also available as a stand alone document, with annotated references. Top Definition Figure 1. Identifying Components/Features Content Process Products Figure 2.

Serious game A serious game or applied game is a game designed for a primary purpose other than pure entertainment. The "serious" adjective is generally prepended to refer to products used by industries like defense, education, scientific exploration, health care, emergency management, city planning, engineering, and politics.[citation needed] Definition and scope[edit] Serious games are simulations of real-world events or processes designed for the purpose of solving a problem. Overview[edit] The term "serious game" has been used long before the introduction of computer and electronic devices into entertainment. Reduced to its formal essence, a game is an activity among two or more independent decision-makers seeking to achieve their objectives in some limiting context. Mike Zyda provided an update and a logical approach to the term in his 2005 article in IEEE Computer entitled, "From Visual Simulation to Virtual Reality to Games". Other authors, though, (as Jeffery R. History[edit] Development[edit]

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

E-learning Educational technology is "the study and ethical practice of facilitating learning and improving performance by creating, using, and managing appropriate technological processes and resources".[1] Educational technology as the theory and practice of educational approaches to learning.Educational technology as technological tools and media that assist in the communication of knowledge, and its development and exchange.Educational technology for learning management systems (LMS), such as tools for student and curriculum management, and education management information systems (EMIS).Educational technology as back-office management, such as training management systems for logistics and budget management, and Learning Record Store (LRS) for learning data storage and analysis.Educational technology itself as an educational subject; such courses may be called "Computer Studies" or "Information and communications technology (ICT)". Definition[edit] Related terms[edit] History[edit] Theory[edit]

Outcomes, Learning Activities, Assessment. Steps to create outcomes-based assessment: Define or review outcomes for your program. This may include both student learning outcomes and service unit outcomes. Align outcomes with activities of the program. Definition of an academic support program student learning outcome: Student learning outcomes within academic support programs describe the expected knowledge, skills, attitudes, competencies, and habits of mind students are expected to acquire as a result of interaction with your program, services and/or events. take into consideration the HSU mission and institutional level outcomes and professional standards such as those proposed by the Council for the Advancement of Standards in Higher Education (CAS); are understandable by multiple audiences; are reviewed regularly and revised to reflect current standards in the profession; are shared with students; are prominently posted in the program location and in program documents. Definition of a service unit outcome (SUO):

Instructional technology In education, instructional technology is "the theory and practice of design, development, utilization, management, and evaluation of processes and resources for learning," according to the Association for Educational Communications and Technology (AECT) Definitions and Terminology Committee.[1] Instructional technology is often referred to as a part of educational technology but the use of these terms has changed over the years.[2] Educational technology is the study and ethical practice of facilitating learning and improving performance by creating, using and managing appropriate technological processes and resources."[3] While instructional technology covers the processes and systems of learning and instruction, educational technology includes other systems used in the process of developing human capability. History[edit] The first use of instructional technology cannot be attributed to a specific person or time. Current status[edit] Areas[edit] See also[edit] References[edit]

Creating significant learning experiences: an integrated approach to ... - L. Dee Fink