04 course design development phase
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The document discusses the ADDIE model of instructional design. It focuses on the development and implementation phases. In the development phase, instructional materials are selected or generated based on the analysis and design phases. The implementation phase involves delivering the instruction through various methods like the classroom or computer. Key aspects of implementation include the syllabus, resource planning, instruction schedule, assessments, and student tracking.
04 course design development phase
- 1. Course Design in Context of NBA Dr. Chetan B. Bhatt
- 4. Development Phase The Development phase builds on both the Analysis and Design phases. The purpose of this phase is to select and/or generate learning materials as per the chosen instructional methods and delivery mechanisms. During this phase one will develop the instruction, all media that will be used in instruction, and any supporting documentation. This may include hardware (e.g., simulation equipment) and software (e.g., computer-based instruction).
- 5. Instruction Unit 1 IU1: Instructional Material IU 1: Learning Material Selected Learning Material: Developed Learning Material: IU Competencies and Sub-competencies grouped as Instructional Unit Instructional Methods chosen 1.
- 6. Implementation The Implementation phase refers to the actual delivery of the instruction, whether it is classroom- based, laboratory-based, computer-based or a combination there of. The purpose of this phase is the effective and efficient delivery of instruction. This phase must promote the students' understanding of material, support the students' mastery of objectives, and ensure the students' transfer of knowledge from the instructional setting to the job.
- 7. Implementation Phase Implement Phase presents specifics of an instance of offering. The specific elements of Implement Phase are Syllabus Resources Planning Instruction Schedule Assessment Instruments Feedback to students after every assessment Tracking students
- 8. Syllabus The components of syllabus are Aim of the course: One or two sentences about the what the students are expected to be able to do at the end of the course Course Overview and Context: Relationship of the course to the rest of the program, the nature of the course, its importance to the profession and the approach proposed to be taken by the instructor as created in the Analysis Phase Competencies of the course: 10+2 competencies as decided in the Analysis Phase Content of the Course as a list of topics
- 9. Syllabus The components of syllabus are Learning Resources: Textbooks, References and annotated Internet Links Assessment Pattern: As decided in the Design Phase Attendance Policy: The minimum attendance required as per the College/University requirements and/or the stipulations of the instructor Instruction schedule: Classroom and laboratory schedules giving specific dates.
- 10. Syllabus The components of syllabus are Assignments: The actual assignments that the instructor proposes during semester including the dates they would be made available, time by which the students need to submit, and the nature of assignment (group or individual) Evaluation procedures for tests and assignments: Evaluations procedures and rubrics the instructor proposes to use for tests and assignments. Late assignment submission policy: The instructor’s stipulations regarding late submissions.
- 11. Syllabus The components of syllabus are Make-up examination/work policy: This policy may be decided by the College/University or by the instructor. Citation style for papers: If assignments are in the form of reports, the citation style to be followed for all the references used. Behavior expectations: Instructor’s expectations of students’ behavior with regarding timing of coming into the class, usage of cell phones, mobile internet devices and laptops etc.
- 12. Syllabus The components of syllabus are Academic dishonesty/cheating/plagiarism: These are generally laid out by the College/ University. Instructor and Teaching Assistant contact information: Information about where, when how the instructor or teaching assistants can be contacted by the students outside the classroom for all issues connected with the course. Accommodation of students who are challenged: Specific support systems available to the physically challenged students. Note: Delete the items that are not relevant to your course
- 13. Evaluation Evaluation phase decides whether the course is effective and satisfies the course objectives. This phase considers feedback from learners. Evaluation is done constantly, both during development and delivery.