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Technological, Pedagogical and Content Knowledge

Technological, Pedagogical and Content Knowledge
Published on May 28th, 2013 | by Mark Anderson Technology, Pedagogy, & Content Knowledge model Technological, Pedagogical and Content Knowledge The Technology, Pedagogy and Content Knowledge model or TPACK for short has been around for some time. It builds upon the work of Lee Shulman and extends his idea of Pedagogical Content Knowledge. Matthew Koehler and Punya Mishra expand upon this in much more detail on their site and on the site there are lot of links to other scholarly articles related to this topic. In my work, I’ve been trying to apply these three things in order to bring about use of technology in lessons that doesn’t dictate that technology is at the heart of everything we do but there as something which will enhance the PCK (Pedagogical Content Knowledge) based learning that is happening. TPACK with definitions. Within the TPACK model there are 7 different sections, each of which are represented in this diagram. Technology Knowledge Pedagogical Knowledge

Papers/firstprinciplesbymerrill.pdf 9.5 Essential eLearning Development Tips In this blog post, I mention nine and half eLearning development tips that could save you time, money, and help your eLearning to be more awesome than it already is. So if you are an eLearning developer or instructional designer, these tips are going to be awesome. #1. Identify Common Activities and Visuals When I am handed a storyboard to develop, I first look it over and identify common activities and visuals. These could be eLearning interactions, graphics, quizzes, design elements, etc. #2. Even the most creative people need to seek inspiration. #3. Be consistent with the use of colors, fonts, text size, borders, logo placement, image treatments, buttons, and everything. #4. Especially if you work on projects with a team, being organized with your files can save a lot of time and headache. #5. Sometimes with just a little extra effort, you can build in a few features that may save you a lot of time later. #6. #7. #8. Okay, this is one of my pet peeves. #9. #9.5 Anticipate The Future

Learning Design: When You Just Don’t Know Where to Start ADDIE is good, SAM is good. DMADDI is good. AGILE is good. In this blog post, I’d like to share some steps to take to simplify the instructional design process so you can get started right away and continue making progress until you are done. Write Learning Objectives: This is where to start when you do not know where to start. In other words, with your learning objectives, you want to answer the question, “What do you want your learner to be able to do after they have completed your course?” This exercise forces you to do two things. Group Learning Objectives into Subject Areas and Create an Outline: These subject areas will become the sections in your course whether it is for the classroom or for e-learning. Place Learning Objectives into Each Section: When a learner gets to a new section or topic in your course, make it very clear that it is a new section. Dump Content for Each Learning Objective into Each Section: In this step, simply dump the content into your document.

The DIY Guide to Converting Existing Content into an eLearning Course Although instructor-led or classroom training still remains as one of the most common ways to train employees, the opportunity to implement eLearning to is a more cost-effective and convenient option. Those new to creating eLearning courses will find this post useful in answering their questions and providing them with a checklist of things to consider during the process of converting existing content, which goes far beyond simply transferring content to an online format. Step One: Analyzing Content The first stage involves deciding what information would be most relevant to the course, which is best achieved through a content audit. Course creators should then divide relevant content into essential and additional. Once developers complete the analysis, they may like to ask an SME to review their choice of content. Step Two: Determining Learning Objectives Determining learning objectives helps designers determine what to include (or exclude) in their eLearning courses. Read and click.

Portland State Office of Academic Innovation | Learning Cycles & Lesson Sequencing The concept of the learning cycle originated with Jean Piaget and it has become a key tool for putting constructivist learning theory into practice. Science educator Robert Karplus created the influential “Explore, Invent, and Discover” sequence in the early 1960s, and this was followed by many other variations (Fuller 2003). Active learning Why organize your course curriculum and activities around a learning cycle? They promote active learning, which “involves students in the learning immediately, even before they are introduced to new terminology, ideas and concepts” (Arakelyan, 2012). Sequencing Learning cycles can also help you sequence your course lessons. In any course, outcomes are vastly improved when learners have multiple opportunities to practice key skills. Summary In his article “First Principles of Instruction,” David Merrill has summarized the key components of most learning cycles as “activation > demonstration > application > integration.” Getting Started Campus Resources

Understanding How People Learn - Teaching Commons Faculty members often begin course design by focusing on the course content - what to teach. It is equally important to consider what the students need to learn, and for this it may be helpful to understand how people learn. The following resources suggest how to incorporate research-based principles and theories of learning into course design. General theories/models of learning The Chronicle of Higher Education provides a brief overview of learning models, including the visual, auditory, and kinesthetic model; Kolb’s model; the cognitive ability model; and the personality style model. Theories of adult learning The TIP database includes an overview of M. Scholarship of Teaching and Learning Reading publications on the Scholarship of Teaching and Learning will provide instructors with theoretical and practical information from a field that is constantly contributing insights on how people learn and how that research can be applied to teaching and learning.

Instructional Design Module 5: Front-end analysis and instructional design in the multimedia development cycle - EDDE 221: Design and Evaluation of Multimedia Educational Materials Objectives At the end of this module you should be able to do the following:Describe the components of front-end analysisDescribe how instructional design fits within the multimedia development cycleDiscuss issues in front-end analysis and instructional design that affect the design and implementation phases of the development cycleFormulate a model that integrates instructional design with multimedia design Introduction In Module 4, we examined a model of instructional multimedia development laid out by Lee and Owens, as shown in Figure 5.1. Figure 5.1.The multimedia development cycle. Adapted from Lee and Owens (2000) We see that prior to starting the design and development phases, we undertake a front-end analysis phase. The difference between instructional design (ID) and multimedia design From now on, we will refer to instructional design as ID, to avoid confusing it from multimedia design. The overlaps between ID and front-end analysis Before proceeding, do Activity 5.2. Figure 5.2.

Instructional Design Challenges for Today's Course Designer At the iDesignX conference in Australia I shared some tips on instructional design challenges. During my session, Blair Rorani from Ever Learning sketched his notes and then tweeted them during the session. They’re so cool I couldn’t just let them fade away. So here are Blair’s sketches coupled with some quick notes from my presentation on instructional design challenges. What is Instructional Design? Instructional design is a loaded term and can mean many things depending on who’s doing the talking. In a general sense an instructional designer helps craft the appropriate learning experience whether they actually build the course or not. Know that Learning Happens Despite Instructional Design When I used to train instructional designers I always started with “learning happens” as a reminder that people learn regardless of what we do. It’s important to keep this in mind as we design our courses. Instructional Design Changes with Technology But…. Our industry has evolved quite a bit.

Here's Why Interactive E-Learning is a Two-step Process How do you define interactive elearning? It’s a question I ask clients when they tell me they want an interactive elearning course. Usually they define interactive elearning with what we normally consider the “bells and whistles.” Sometimes we laugh those off as superfluous or unnecessary interactions. Step 1: Interactive E-Learning Requires Onscreen Actions One goal of interactive elearning is to craft an immersive experience. Another way to create an immersive experience is to have the users interact with onscreen elements or “touch the screen.” Touching the screen is key. Step 2: Interactive E-Learning Requires In-brain Actions Interacting with onscreen elements is an important part of elearning course design. Here are a few keys to crafting the right interactive experience: Develop clear learning objectives. Interactive elearning engages the learner. Combine “touch the screen” interactivity with great decision-making and you’re on your way to building great elearning courses.

Tips & Tricks to Becoming an E-Learning Pro Now’s a good time to get started in the elearning industry. It’s still growing and doesn’t look like it’s going to slow down any time soon. Knowing how to get started with elearning is one of the most common questions I get. What skills do I need to be an elearning pro? One of the challenges for today’s designers is that the authoring tools are easier to use and empower you to create all sorts of interactive content. When I build elearning courses I try to answer three questions because they help guide how I’ll approach the course: What content needs to be in the elearning course? Based on these questions, here are a few skills that are critical for course design: Understand performance consulting and how to get learning objectives appropriate to meeting the organization’s learning goals. Obviously, there’s more to course design than those skills, but that’s a good start. Which schools will help me become an elearning pro? I don’t have a lot of money. What about some book recommendations?