View
121
Download
0
Category
Preview:
Citation preview
ACE: Educational Computing
Designing your Website
Learning outcomes Provide a definition for the process of Instructional Design Describe and explain the ‘Analysis’ phase of the
instructional design process Describe and explain the ‘Design’ phase of the
instructional design process Describe and explain the ‘Development’ phase of the
instructional design process Describe and explain the ‘Implementation and
Evaluation’ phases of the instructional design process Describe what an interactive multimedia lesson should
look like Identify some key design principles for the design of
interactive multimedia Design an interactive multimedia lesson within South
African context
What is an Instructional Design? “A systematic process for designing, developing,
implementing and developing, evaluating instruction”
“An organised procedure for developing instructional materials or programs which include the steps of: Analysis (defining what to be learned), Design (specifying how the learning should occur),
Developing (authoring or producing material), Implementing (using the materials for strategies in
context), and Evaluating (determining the adequacy of instruction)”
ADDIE-model
The Addie-modelAnalysis
Design
Development
Implement
Evaluate
Revise
ADDIE-model of instructional design
The Analysis phase Learning about learners:
What can they do? And what do they know already? known and unknown – competencies? language skills? typing skills and mouse skills? what technology can they use? motivation? learning styles?
Learning about the curriculum and content requirements: critical and learning area outcomes are met content is presented in a certain way types of learning activities
The Design phase (1 of 4) Analysing the outcomes:
skills knowledge attitudes and beliefs outcomes (learning goals) must be –
meaningful measurable and observable objective
Objectives must be clearly stated
Developing initial content ideas: Brainstorming – ideas for content and approach Elimination of some initial ideas
learners’ pre-knowledge, computer skills, attitudes, age (learners’ demographics)
amount of subject matter, capability of computer system, ability of the developer
The Design phase (2 of 4) Preliminary programme description:
Instructional analysis – Identifying types of learning – indented outcomes Choosing a methodology – learning experiences
tutorials, drill and practice, simulations, problem-solving
Design principles
The Design phase (3 of 4) Preliminary programme description
Factor decisions – methodology chosen: Feedback – when, how much, way of feedback Question types – multiple choice, true or false, one-word Learner control Motivation Judging – learners’ answers
Sequence description - order by which information will be presented:
Opening screen Directions interaction Method of item selection closing
The Design phase (4 of 4) Storyboard – visual way of presenting the
design that has been decided Ongoing evaluation:
Formative Summative
The Development phase (1 of 2)
Development – the entire process of producing refining and validating the programme: Programming software – Macromedia
Authorware, Macromedia Director or Asymetric Toolbook
Web authoring software - Macromedia Dreamweaver Microsoft FrontPage, Coldfusion
Image-editing software – CorelDraw, Adode Photoshop or Microsoft PhotoDraw
Software sound, graphics or animations
The Development phase (2 of 2)
Steps to be considered or followed: The development of a project management plan – time
and money Preparing of the text components – Microsoft Word Authoring of the separate pages or screen – every single
screen is developed (text, graphics, video, animations, hyperlinks, navigation buttons)
Creation of graphics, sound and video – professional help
Assembling the pieces in the sequence that was decided on during the design phase
Preparation of support material – guide, help pages, additional content, exercises and contact details for the developers
Design principles
Implementation and Evaluation phases Phases are related inter-dependent Evaluate the effectiveness of the piece Alpha testing
Done by design + development team Use evaluation forms and style manual
Beta testing Select learners, explain procedure Determine prior knowledge Observation, interviewing, assess
Revision
Principles for effective design (1 of 3)
The importance of motivation – intrinsic and extrinsic: Clearly stating the benefits of learning Invoking curiosity Start with a pre-test that leaves learners wanting to
learn why their answers were right or wrong Challenge learners Increase the difficulty gradually
Keep the differences in the learners in mind: Learning style preferences Intelligences, pace, control Simplify learning activities
Principles for effective design (2 of 3)
Emphasise important content: Focus attention Avoid distractions Consistency – colour, text
Include opportunities for practice: Repeated practice improve recall
Stimulate thinking, not mere clicking: learners must think about the material –
compare, contrast and integrate separate ideas
Principles for effective design (3 of 3)
Help learners to see association: encourage learners to explore and idea from different
perspectives Consider the limitations of human perception
and memory: Working memory is short-term memory
keep content simple, short and to the point organise information into a small number of “chunks” after presenting a concept, immediately let the learners
practice applying the concept – verify understanding eliminate the unnecessary materials
Secrets of user-interface design
Keep context clear Title pages Introduce the subject “where-am-I?” cues :overview>Getting started>Step 1
consistent and logical design information guide and feedback
Keep interaction simple What is a user interface? User frustrations
Consistency in design banner, secondary content, colour background navigation buttons – exit, help, menu, back, next
A multimedia lesson Introduction
A title page The outcomes The direction for use should be stated It may also be important to do learner identification
Presenting the content: method (tutorials, or simulations)
Aspects to consider- learner control provide help assessment – true or false, multiple-choice, matching
items, text-input/fill-in-the-blanks, click-in + feedback Ending a programme: temporarily or permanently
A multimedia lesson
Recommended