Instructional DesignID Process Theory:Learner MotivationMedia Selection (EDER 673 L.91 )From Calgary Asst. Professor Eugene G. KowchBeginning Week:March 13 to 20th, 2003(A synchronous meeting usingVclass Real-TimeAudioConference Technology &WebCT Course Spaces&The World Wide Web
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using your ID model and others!
I. Approach: State your “ism” and why you chose that approach (1/2 page max).
II. Introduction: Purpose: Model Application: Beneficiary.
III. Audience: Who is the intended audience for this report?
IV. The Performance Problem: Explain the gap you will fill by your designed instruction. Explain how you know that gap exists. (hint: Give an idea of what your needs analysis found or might have found that led you to the instruction goals and learning outcomes that you have set for your prospective learners.
V. Learners: Provide a description of the learners for whom this instruction is intended.
VI. Objectives: State the learning outcomes that you desire from this 30 minute instructional module.
VII. Scope and Sequence: Describe the decision making process you went through to select the instruction content you used, and describe the decision making process you used to sequence that content the way you have.
VIII.Indicate optimal and minimal requirements for media and technology used in this learning event.
IX. Indicate the instructional flow: Delivery/Evaluation/Feedback systems
X. Conclusion. State why this blueprint will accomplish your instruction and learner goals.
- prepare a short 5 minute PowerPoint slide presentation to share your Blueprint in VClass use – and you will lead the session. You will present the project as a pitch to your fellow design team.
Grading Method for this project:
Format: did the student follow the requested blueprint format? 10%
ID Model Application: did the student include and explain how
the instructional blueprint uses the student's personal ID model? 30%
Is the performance problem clearly identified? 10%
Clarity & Coherence: is the report clear and legible/logical? 20%
Scholarly / Theoretical basis: Are key models and theories cited? 10%
Conclusion: Does the conclusion explain the blueprint to someone who
might contract the designer for exactly this instruction? 20%
Let’s have some funRole Play:Pros (Fer)vs.Cons (Agin)respond to Heinich’s (following) main points about the “Proper Study of Educational Technology”:-)
* Reprinted in Anglin from Heinich, R. (1984) in the Educational Communication and Technology Journal, 33 (1), 9-15.
6. There is cognitive dissonance caused by a difference between what we “can” do and what the org. lets us do.
7. Cognitive dissonance is also caused by a difference between the design we teach and the design we PRACTICE.
8. We need an intellectual identity. Only then can we help departments to prepare themselves for the future.
9. “A funny thing happened on our way to the systems approach in ID. We stumbled over the rigidity of educational governance and the craft structure of educational institutions. We completely misread the institutions of which we are a part. We need to understand the our processes are basics, not luxuries in educational organizations”
10. Instruction is changing from a craft to a technological culture.The teaching profession is a craft - it maintains guild tenets and dominates “production” of education. Technological processes killed crafts in Europe as new communication and transport technologies gave rise to the middleman and management. What have ET people learn from this?
11. ET is aligned more with management than labor. Get used to it and do something about this in our theoretical frameworks.
(architects vs. builders).
12. We don’t help institutions understand how professional and institutional relations change with technology.
13. Technology changes teacher tasks. Pushes menial tasks out. What can educators learn (teachers) from the other professions’ experiences with technology?
R & D
WHERE DO WE GO FROM HERE
17. ID must shift our intellectual base from education to technology.
18. The “systems approach” must be reborn.
19. We are in dire need of scholars.
History of ID
Instructional Design Philosophies
SMCR/Feedback Communication Model
Context based designs
Learners and Learning Theories
ID Models: A peek
Ordering Content (elaboration)
Videoconference / IP / N
Audio / Phone / IP
Chart / PPT / IP / Overhead
Attitude or Verbal
Teach Verbal Info?
Teach a skill
Will Visuals Help
Video / Film / IP Vidfilm, Motion Picture, Printed Text/Slides
types of Media
you will use in your
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