Instructional Design

0
0
2737 days ago, 731 views
PowerPoint PPT Presentation

Presentation Transcript

Slide 1

Instructional Design Arif Altun

Slide 2

Why ID? Planning compelling instructional materials is one method for enhancing the nature of instructive open doors. The basic worry of instructional architects is the help of fruitful taking in encounters from which learners can exhibit their recently procured information, aptitudes and dispositions. UNESCO Training the Trainers in Information Literacy Workshop September 3-5 Ankara Turkey

Slide 3

What is an ISD ? Instructional outline alludes to the precise procedure of interpreting standards of learning and direction into arrangements or determinations for instructional materials or exercises. UNESCO Training the Trainers in Information Literacy Workshop September 3-5 Ankara Turkey

Slide 4

Who is an instructional creator ? Instructional architects utilize built up learning hypotheses and standards as critical thinking strategies (models) to guide them in settling on choices about their plans. (Smith and Ragan, 1999) UNESCO Training the Trainers in Information Literacy Workshop September 3-5 Ankara Turkey

Slide 5

Metaphors utilized for ISD Instructional plan can be viewed as both a science and a craftsmanship: a science since it is established in learning speculations which thus draw their standards from brain science, human science, logic and training; and, a workmanship in light of the fact that the planning of instructional materials is a very innovative process. UNESCO Training the Trainers in Information Literacy Workshop September 3-5 Ankara Turkey

Slide 6

Intitial Questions looked for answers Goals: What are the objectives of the guideline? ( Where are we going? ) Instructional procedure: What is the instructional system and the instructional medium? ( How will we arrive? ) Evaluation: How will we assess and update the instructional materials for future change? ( How will we know when we have arrived? ) (Smith and Ragan, 1999) UNESCO Training the Trainers in Information Literacy Workshop September 3-5 Ankara Turkey

Slide 7

Common Features of ID Models Improving learning and guideline by taking after a methodical approach Improving administration of instructional plan and advancement methodology by checking and controlling the elements of the orderly approach • Improving assessment forms (counting learner execution) Testing or building learning or instructional hypothesis by method for hypothesis based outline inside a precise instructional model UNESCO Training the Trainers in Information Literacy Workshop September 3-5 Ankara Turkey

Slide 8

Basic Elements of ID Determining the necessities of the learners and looking at the learning setting and environment Determining the results of the learning project or course and planning the learning goals Developing suitable and important evaluation criteria and techniques Establishing the best approach(es) to conveying the direction UNESCO Training the Trainers in Information Literacy Workshop September 3-5 Ankara Turkey

Slide 9

Basic Elements of ID 5. Testing and assessing the viability of the instructional framework (both the direction itself and the execution of the learner) Implementing, conforming and keeping up the instructional framework UNESCO Training the Trainers in Information Literacy Workshop September 3-5 Ankara Turkey

Slide 10

Quality Assurance Model in ISD UNESCO Training the Trainers in Information Literacy Workshop September 3-5 Ankara Turkey

Slide 11

UNESCO Training the Trainers in Information Literacy Workshop September 3-5 Ankara Turkey

Slide 12

Analysis Collect all pertinent data and after that attempt to comprehend an assortment of insufficiencies, disagreements, irregularities and ambiguities Report on Goals Target Population Type of Training Alternatives UNESCO Training the Trainers in Information Literacy Workshop September 3-5 Ankara Turkey

Slide 13

Goals What teach ional objective is driving this preparation? What is the expertise crevice? What abilities (learning, aptitudes, or states of mind) will this program convey? What variable or assessment will be utilized to quantify the level of objective accomplishment? UNESCO Training the Trainers in Information Literacy Workshop September 3-5 Ankara Turkey

Slide 14

Target Population Who will be prepared? What is the assessed class measure? What number of understudies in every class will there be and to what extent will this preparation last? What are the information and ability requirements , if any ? UNESCO Training the Trainers in Information Literacy Workshop September 3-5 Ankara Turkey

Slide 15

Type of Training What sorts of media do we require? What instruments do we have to convey this preparation? UNESCO Training the Trainers in Information Literacy Workshop September 3-5 Ankara Turkey

Slide 16

Alternatives What will happen on the off chance that we don't convey the preparation ? What are the confinements or constraints for conveying this program? What different techniques might be utilized to achieve the objective (incorporate impediments and favorable circumstances) ? UNESCO Training the Trainers in Information Literacy Workshop September 3-5 Ankara Turkey

Slide 17

Design: Instructional Strategy In an outline procedure, instructional techniques decide the approach an educator may take to accomplish learning targets. Authoritative Strategies Delivery Strategies Management Strategies Questioning Strategies

Slide 18

Components of Instructional Strategies

Slide 19

Expanded instructional occasions

Slide 20

Questioning techniques Application Questions Analytical Questions Synthesis Questions Interpretive Questions Evaluative Questions

Slide 21

Models of ISD An ISD model is a human develop to help us better see genuine frameworks. Along these lines, instructional architects propose models to guide us create and actualize more compelling instructional systems in a predetermined traverse of time.

Slide 22

Models of ISD ADDIE: Core components of ISD Dick and Carey Model Smith and Ragan Model Keller's ARCS Model for inspiration Reigeluth's Elaboration Theory 4C/ID Model UNESCO Training the Trainers in Information Literacy Workshop September 3-5 Ankara Turkey

Slide 23

ADDIE The ADDIE model is the nonexclusive procedure generally utilized by instructional creators and preparing engineers. The five stages—Analysis, Design, Development, Implementation, and Evaluation—speak to a dynamic, adaptable rule for building powerful preparing and execution bolster instruments .

Slide 24

Iterative Process of ADDIE Molenda, M. (2003).

Slide 25

Dick and Carey Model UNESCO Training the Trainers in Information Literacy Workshop September 3-5 Ankara Turkey

Slide 26

Smith and Ragan Model Source: Smith & Ragan, 1999 UNESCO Training the Trainers in Information Literacy Workshop September 3-5 Ankara Turkey

Slide 27

Keller's ARCS Model for Motivation Attention: G aining and keeping the learner's consideration. Keller's methodologies for consideration incorporate tangible boosts (as examined already), request excitement (intriguing inquiries), and changeability (fluctuation in activities and utilization of media). Pertinence: The preparation program ought to answer the basic question, "What's in it for me?" Benefits ought to be obviously expressed. Certainty: The certainty part of the ARCS model is required with the goal that understudies feel that they ought to put a decent confidence exertion into the program. On the off chance that they think they are unequipped for accomplishing the destinations or that it will require an excessive amount of investment or exertion, their inspiration will diminish. In innovation based preparing programs, understudies ought to be given assessments of the time required to finish lessons or a measure of their advance through the program. Fulfillment: Learners must acquire some sort of fulfillment or reward from the learning background. This can be as amusement or a feeling of accomplishment. Different types of outer prizes would incorporate acclaim from a director, a raise, or an advancement. Eventually, however, the most ideal path for learners to accomplish fulfillment is for them to locate their new aptitudes quickly helpful and advantageous on their employment.

Slide 28

Reigeluth's Elaboration Theory Step 1. Break down the substance into Concepts, Principles and Procedures Step 2. Arrangement them as per their level of trouble at large scale level Step 3. Succession them as indicated by their level of trouble at small scale level Step 4. Give extensive outlines Step 5. Give chances to understudies to coordinate new data with their pattern (i.e., utilize analogies, memory helpers, graphs, or idea maps). Step 6. Utilize support verbs to inspire understudies' endeavors.

Slide 29

4C/ID Model

Slide 30

References Keller, J. (1987). A use of the ARCS model of motivational outline. In C.M.Reigeluth (Ed.), Instructional hypotheses in real life: Lessons representing chose speculations and models . Hillsdale, NJ: Erlbaum. Kemp, J; G. Morrison & S. M. Ross. (1996). Desinging compelling guideline. Prentice Hall. New Jersey Merrill, D. (2002). To begin with Principles of Instruction , ETR&D, 50(3), pp. 43-59 Molenda, M. (2003). Looking for the tricky addie demonstrate. Execution change, 42(5), 34. Reigeluth, C.M. (1999). The elaboration hypothesis: Guidance for extension and succession choices. In C.M. Reigeluth (Ed.), Instructional-Design Theories and Models: A New Paradigm of Instructional Theory. (Volume II). Hillsdale, NJ: Lawrence Erlbaum Assoc. Smith, P.L. & Ragan, T. J. (1999). Instructional Design . second release. Upper Saddle River, New Jersey: Merrill. van Merriënboer, J.J.G (1997). Preparing complex intellectual aptitudes: A four part instructional outline demonstrate for specialized preparing . Englewood Cliffs, NJ: Educational Technology Publications

SPONSORS