Instruction Designe for e-Content Development;UK-India Prospective
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This document discusses concepts and methodologies for instructional design in digital learning from a UK perspective. It summarizes frameworks and models, pedagogical theory, evaluation and quality assurance, instructional design, appropriate technologies, skills requirements, resources, and sustainability. The SCATE model is presented for structuring online learning activities around scope, content, activity, thinking, and extra elements. Learning design approaches aim to increase readability, comprehension, and retention through structured unit-based learning experiences.
Instruction Designe for e-Content Development;UK-India Prospective
- 1. Concepts and methodologies supporting instructional design in digital world : a UK perspective Kyriaki Anagnostopoulou Head of e-Learning, University of Bath
- 2. Frameworks Leadership in &models e-learning development Toolkits Pedagogic Evaluation & theory quality assurance Instructional Design Scalability Appropriate technologies Skills Sustainability Resources requirements & & constraints development
- 3. SCATE …at a glance Scope Content Activity Thinking Extra Context Table of Table of Topic for Additional Learning contents contents online content, Outcomes Topic 1 Activity 1 discussion activities Study time Topic 2 Activity 2 Review or reading Equipment/ Topic… Activity… questions software Learning required journal Reading Self- materials assessment
- 4. Scope Content Activity Thinking Extra Context Table of contents Table of contents Topic for online Additional Learning Topic 1 Activity 1 discussion content, activities Outcomes Topic 2 Activity 2 Review or reading Study time Topic… Activity… questions Equipment/ Learning journal software Self-assessment required Reading materials
- 5. Scope Content Activity Thinking Extra Context Table of contents Table of contents Topic for online Additional Topic 1 Activity 1 discussion content, Learning Topic 2 Activity 2 Review activities or Topic… Activity… questions reading Outcomes Learning journal Study time Self-assessment Equipment/ software required Reading materials
- 6. SCATE – student interactions Scope Content Activity Thinking Extra Virtual learning environment (VLE/LMS)
- 7. SCATE • Unit based – small or large • Clues as to content and structure of learning experience • Increases readability, comprehension & retention • Suggested navigation path • Checklist • QAA guidelines for Open and Distance Learning • Learning process Vs product
- 8. Content – scalability and sustainability All content is ‘Wrap-around’ Student activities produced in house content for existing and interactions are by academics or published resources structured in a way commissioned is produced in which generate authors house by content academics/commiss (researching, ioned authors evaluating and sharing resources)
- 10. Based on Oliver, R. (1999). Exploring strategies for online teaching and learning. Distance Education, 20(2), 240-254.
- 11. Developed by Dominique Verpoorten University of Liege, Belgium
- 13. Benefits of Learning Design • Need a working knowledge of a range of frameworks and models • Common vocabulary • Focus on process of learning • Can be tailored to students (cohorts and individuals) • Can be scalable and sustainable. K.Anagnostopoulou@bath.ac.uk
Editor's Notes
- #11: In this case, technology is primarily seen as a resource….a tool to facilitate learning. So for example in this case study….
- #12: In this model, there is a finite number of event/tasks that students do when they learn. When we look at each of these in detail then we can easily identify what the most appropriate technology may be. For example…
- #13: There are a number of different tools which you can use to promote the achievement of learning outcomes.