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Centre for Information Technology
YASHADA, Pune
Instructional Design Basics
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Session Objectives - 1
• To apply instructional design principles to the development of courses
• To develop a comprehensive syllabus
• To write learner-centered, measurable objectives
• To find and develop resources to enhance course content
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Session Objectives - 2
• To determine appropriate activities and assignments that enhance student learning and achieve objectives
• To develop assessment strategies that measure learner performance and mastery of learning objectives
• To develop evaluation strategies that assist in course revision
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What is Instructional Design? -1
Instructional design is the systematic development of instructional specifications using learning and instructional theory to ensure the quality of instruction.
It is the process by which instruction is improved through the analysis of learning needs and systematic development of learning materials.
Instructional designers often use technology and multimedia as tools to enhance instruction.
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What is Instructional Design? -2
Instructional design is the entire process of analysis of learning needs and goals and the development of a delivery system to meet those needs.
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What is Instructional Design? -3
Instructional design includes the development of learner-centered instructional materials and activities, piloting and evaluation of all instruction and learner activities.
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Instructional Design Process
• Analyze instructions and learning needs
• Design structure
• Develop content, activities, assessment
• Implement course(s)
• Evaluation
• Revise, revise, revise…..
Curriculum
GoalsInstructor Goals
Objectives - Assessments & Teaching Strategies
Assignments
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Aligned
Curriculum
GoalsInstructor Goals
Objectives - Assessments & Teaching Strategies
Assignments
A1 A7A6A5A4A3A2
Out ofAlignment
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Course Design Strategies
• Identify and reinforce course goals and objectives throughout the course
• Align activities, assignments and assessments with learning objectives
• Carefully determine the sequence and pace of each module within the course
• Avoid student disorientationSelect a “look and feel” appropriate to the contentBe consistent in organization of information
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Design for Active & Effective Learning
Consider specific context Understand needs, learning goals, and other
characteristics of the learners Clearly state desired learning outcomes Consider nature of the content Choose appropriate instructional strategies
and technologies Consider local learning environment
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Qualities of Favorite Teachers
• Creative• Challenging• Relevant• Engaging• Passionate• Flexible• Other qualities?
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Powers of the Internet for Learning
“The need for a new design in learning is there. … Schooling changed to take on elements of the industrial revolution (factory-line classes, assembly-line curriculum, and teacher-foremen) that worked for the needs of the industrial age. New designs are needed to create the "knowledge workers" who will define the information age.”
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One of the Definitions of Learning
“Learning exhibits itself as a change in behavior and the inference of learning is made by comparing what behavior was possible before…and what behavior can be exhibited after participation in the learning process.”
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The Learning Experience
“The core element of any teaching and learning experience is the existence of a problem to be solved or a task to be performed by the learner.”
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Three Key Questions!
• What do I want students to be able to do?
• How will I know if they can do it?
• How can I determine if they have learned what I intended?
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Guiding Principles for Distance Teaching & Learning• Basic Assumptions
Similarity between f2f and online learning environments
Multi-media converging to digital platforms enabling rich teaching & learning methods
Application of existing technologies are effective for various audiences & objectives
Online learning environments are appropriate for distance and f2f learners
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Guiding Principle 1
The learning experience must have a clear purpose with clearly focused and measurable outcomes and objectives.
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Clear Purpose & Focused Objectives
• Nature of content• Specific context• Measurable learning outcomes• Characteristics of the learner• Learner-centered strategies• Flexible and self-directing learning
modules
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Guiding Principle 2
The learner must be actively engaged.
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Learning Experiences
• Active• Hands-on• Concrete• Real life experiences• Learn by doing• Simulation and application• Peer-to-peer discussion
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Guiding Principle 3
The learning environment makes appropriate use of a variety of media.
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Rich Learning Environment
• Engage multiple learning styles
• Selection of variety of mediaNature of contentLearning goalsAccess to technologyLocal learning environment
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Guiding Principle 4
Learning environments must include problem-based as well as knowledge-based learning.
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Types of Learning
• Problem-basedAnalysisSynthesisEvaluation
• Knowledge-basedRecallComprehensionApplication
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Guiding Principle 5
Learning experiences should support interaction and the development of communities of interest.
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Communities of Interest
• Multiple interactions
• Group collaboration
• Cooperative learning
• Learning communities
• Enhanced learning outcomes
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Guiding Principle 6
The practice of distance learning contributes to the larger social mission of education and training in a democratic society.
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Social Mission of Education
• Knowledge construction
• Empower learners
• Encourage critical thinking
• Change mental models
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End of Session 1
