Module 5. apt. 502. instructional design for distance education 1
- 1. INSTRUCTIONAL DESIGN FOR DISTANCE EDUCATION JOYCE M. DAVIS
- 2. INSTRUCTIONAL DESIGN • Is the systematic development of instructional specifications using learning and instructional theory to ensure the quality of instruction. It is the entire process of analysis of learning needs and goals and the development of a delivery system to meet those needs. • It is considered a field study
- 3. PRINCIPLES OF INSTRUCTIONAL DESIGN SYSTEM • Systematic process – is the outcome of many years of research, Dick, Carey & Carey, 2004. • Instruction is designed within a system, learning occurs • It is considered the intellectual technique of the professional who is responsible for appropriate application of technology to the teaching and learning process
- 4. MODEL OF INSTRUCTIONAL DESIGN
- 5. PLANNING FOR INSTRUCTION AT A DISTANCE • Keep in mind that courses previously taught in traditional classrooms may need to be retooled. • Revise traditional classroom materials, consider ways to illustrate key concepts, or topics, using tables, figures, and other visual representation. • Plan activities that encourage interactivity at all sites. • Plan activities that allow for student group work. • Be prepared in the event that technical problems occur.
- 6. ISSUES TO ADDRESS IN THE PLANNING PROCESS • Distance education can be an important approach to responding to growing pluralism of learner’s backgrounds, characteristics, or unusual learning needs that may require or benefit from specialized instruction.
- 7. ISSUES TO ADDRESS IN THE PLANNING PROCESS • Cultural, social, and economics background of the students also constitute important information for the instructor. • Educational expectations of learners can influence the quality of learning experiences
- 8. ANALYZE THE GENERAL ABILITIES OF THE CLASS • Analysis of the cognitive abilities of the class allows the instructor to observe how students relate to the content of the lesson. • The students’ prior experience with similar types of cognitive tasks is important.
- 9. ANALYZE POTENTIAL FOR LEARNING INTERACTIVITY • Students may become more expressive because of the perception of privacy and the informative nature of mediated communication. • They may perceive the increased and varied interactivity and immediate feedback as a positive input to their interface with the learning experience.
- 10. ESSENTIAL CONTENT • The content of a course needs to reflect where this content relates to the rest of the curriculum. • It is essential to examine the nature of the content, as well as the sequence of information. • In any distance learning environment, one particular issue, that of time constraints, impacts other planning areas
- 11. VISUALIZING INFORMATION • Visuals provide a concrete reference point for students, especially when they are engaged in a non-televised learning experience. • Even if the visuals are lists of concepts and ideas, they can help students. • Visuals also help learners by simplifying information. • Diagrams and charts often can make it easier to understand complex ideas.