Instructional Design Model PDF

CONTENT DEVELOPMENT USING INSTRUCTIONAL DESIGN DR NORHAYATI MOHD YUSOF PENYELARAS ELEARNING FAKULTI PENDIDIKAN, UITM  Topic What is instructional ID Model Desing? ADDIE...

CONTENT DEVELOPMENT USING INSTRUCTIONAL DESIGN DR NORHAYATI MOHD YUSOF PENYELARAS ELEARNING FAKULTI PENDIDIKAN, UITM  Topic What is instructional ID Model Desing? ADDIE ASSURE Online learning Its definition Instructional Successful materials content Self learning development materials for elearning Synchronous/ asynchronous Skills students Basic principle for technology need for based learning elearning  Lesson outcomes At the end of this lesson, you should be able to: Explain what is Design and Instructional develop your Design content using ID Explain how Instructional Identify Design will help Instructional you in your Design Theory/ content Model that fit development for your content development Explain why Instructional Design is important for your content development What is instructional design A procedures that you need in designing your instructional materials Is a systematic approach to creating effective courses Guide the structure of any course Promote meaningful and active learning To ensure the quality of the instruction incorporate technology & multimedia to create a valuable courses Online learning Delivered via computer and the internet Coursework is conducted through electronic forums, group discussions, quizzes, social rooms, online submitted assignment 2 types of access: open access & restricted access. Open access: allow anyone with internet browser to view the course material & does not require interaction with the instructor Restricted access: limit the class to registered students & offer instructor interaction. Successful online learning courses are: INTERACTIVE ENERGETIC DYNAMIC APPEALING TO THE LEARNER’S AUDITORY VISUAL, AND TACTILE SENSES Important tips to develop your content: One able to see it, read it, hear it, or try it to remember new information  Online learning can be: SYNCHRONOUS ASYNCHRONOUS Is done in real- Other tools: time with a live instant messaging, Is self-paced Tools: forums, blogs, instructor application sharing webcast and calling Allow learner to go Have access to the through the courses as computer, quickly or as slowly internet, or access to video or audio conferencing Screenshot from WhatsApp group: synchronous/asyn Screenshot from WhatsApp group Skills students need for elearning Personal Skills Active learner who takes responsibility for his/ her own learning, motivation and self discipline Literacy skills Strong reading and writing skills Study skills Time management, motivation, being clear of expectations and exam preparation Skills students need General Computer Skills Basic level of proficiency in computer use-word processing, printing, file management Internet skills book-marking, saving and printing web pages, web searching, web 2.0 and others Collaboration Participate in online class discussion, online group work, eForum, ePresentation, and others Is online learning the best solution for your content and requirements for your subject? Online learning: fact / concept/ theory Blended learning: psychomotor skills/ practical Flipped classroom Basic principles for technology based learning 1. Know your learners. You must 1st have clear picture of those for whom the instruction is being created You have to gather all of your learners informations Location/ geographical area Internet access (fix line / prepaid) Facilities (desktop/ laptop/ smarphone/ how many device that they have/ etc) Year 1 (spm/stpm/diploma/matriculation),2,3,4? 2. State your objectives You have to state of what will be achieved as a result of the instruction you are designing. Course objectives- topic objective Basic principles for technology based learning 3. Establish the learning environment Includes the space and facilities in which instruction occurs. Example classroom, learning space itself, the furniture and its arrangement, the teaching facilities are all essential element of the learning environment. 4. Identify Teaching and Learning Strategies Its refer to the method you will use to assist your students in achieving the objectives Its teaching techniques and activities that you will require your students to engage in to master content. Basic principles for technology based learning 5. Identify and select technologies You have to identify the types of technological tools you need and select Different technological tools have different uses, advantages and disadvantages 6. Summative evaluation and revision plan You have to evaluate its effectiveness and to make appropriate revisions Definition for self instructional materials DEFINITION OF S.I DEFINITION OF S.L.M SELF-INSTRUCTION SELF LEARNING MATERIAL 1. Method used by the Any learning resource instructor to provide that can be used by a or design instructional learner without the activities that guide presence of the of the the learner in teacher, this does not independently include learning from achieving the other learner objectives of learning 2. Allow learner to progress by themselves at their own pace Elements of self-learning materials SELF SELF SELF EXPLANATORY CONTAINED DIRECTED Materials are design in Materials are prepared Materials are design in a way that does not in a way that distance a way that provides require instructor to learner do not require necessary directions to explain in real time additional materials to the learners to study learn the subject matter and progress The learning use of hints, notes, Use simple materials supplies graphics, and manual on how to do, what to language to them are do, and what is detailed and self expected of the contained in nature learner in small chunks to help distance learner The use of learning Use of external objectives, guidance source such as in introduction, Instructor is build in audio recording instruction to do, and into the content materials how to answer the self assessment Elements of self-learning materials SELF SELF MOTIVATING EVALUATING In distance learning, instructor Important for distance are role models and students learners to know how they are try to emulate their teachers, progressing in their studies, they create interest & because they are separated curiosity towards a subject from their teachers and peer group Good learning materials should arouse curiosity, interest, encourage the Teacher-learners must have learner towards in-depth two-way communication study and critical thinking, motivate them to question Use in-text questions, self- and reflect on their own assessment questions, unit- experiences end exercise, reflective Example: feedback on action-based activities and task/ class activity. feedback all play significant assessment roles  Basic principle of instructional design STUDENTS LEARN BEST WHEN EXISTING STUDENTS LEARN BEST STUDENTS STUDENTS KNOWLEDGE IS WHEN KNOWLEDGE IS ENGAGEMENT ENGAGEMENT ACTIVATED PRIOR TO DEMONSTRATING FOR INTRODUCING NEW THEM KNOWLEDGE STUDENTS LEARN BEST STUDENTS LEARN BEST WHEN THEY ARE ABLE WHEN THAT NEW TO APPLY NEW KNOWLEDGE IS KNOWLEDGE IN ACTIVE INTEGRATED INTO THE LEARNING TASK STUDENTS’ WORLD M. DAVID MERRIL’S FIRST PRINCIPLES OF INSTRUCTION Instructional design model Is a tool, a framework to develop instructional materials. It helps instructional designers provide a structure and meaning to the learning material. It allows them visualise the training need and break down the process of designing training material into steps 3 famous instructional design model: ADDIE MODEL, ASSURE MODEL, GAGNE’S 9 EVENTS OF INSTRUCTION MODEL  ANALYSIS ADDIE MODEL IMPLEME NTATION EVALUATION DESIGN DEVELOP Condition Process Results Information Methods Outcomes Data Actions Products Environment Procedures Ideas Development Input Output IPO Paradigm  ADDIE EVALUATION ANALYSIS MODEL Determine instructional goal: respond to performance gap Outcome of successful completion of the course/ clo Target audience characteristics, existing knowledge, skills Identify resources, content, technology, facilities Determine potential delivery method  ADDIE EVALUATION DESIGN MODEL Learning objectives: define specific, measurable actions that enable learner to fulfill instructional goal Instructional strategies: establish clear links between course content & learning objectives Introduce content & learning activities that support learners' construction of knowledge & skills Provide feedback on the learners’ progress in meeting the defined learning objectives Gannt Chart for your project / course development  ADDIE EVALUATION DEVELOP MODEL Generate and validate the learning resources Generate the content Select supporting media that already exist or develop new supporting media Develop guidance/ manual for the instructor(s) / students Conduct formative revision(s) Conduct a pilot test  ADDIE EVALUATION IMPLEMENT MODEL Preparing the instructor Team teaching – qualified instructors- train the trainer session/ workshop Preparing the students Brief introduction regarding the entire course/ newly developed learning resources  ANALYSIS ADDIE MODEL IMPLEME NTATION EVALUATION DESIGN DEVELOP To assess the quality of the instructional product & process : before & after implementation Formative evaluation: to determine whether the quality of learning resources satisfies the standards established in the design phase Summative evaluation: after implementation, 3 levels: Level 1 : Perception : measures degree of participant satisfaction Level 2 : Learning: measures acquisition of knowledge & Skills Level 3: Performance: measures transfer of newly acquired knowledge and skills to an actual work environment ASSURE MODEL BAGI PEMILIHAN TECHNOLOGY, MEDIA & MATERIAL  ANALYZE LEARNERS -WHO IS YOUR LEARNERS/ CHARACTERISTICS IDENTIFY YOUR LEARNERS’ EXPECTATION, GOALS, PREFERENCES & NEEDS -SIMPLE ANALYSIS REGARDING YOUR STUDENTS -INTERNET CONNECTION (FIX LINE OR PREPAID DATA) -AREA (BANDAR/PEDALAMAN) -TYPES OF DEVICE PHONE/DESKTOP/LAPTOP/TABLET) -HOW MANY DEVICE THAT THEY HAVE & WHO ELSE USING IT ASSURE MODEL STATE STANDARDS AND OBJECTIVES DETERMINE THE OBJECTIVES FOR YOUR LEARNING COURSE INCLUDING PERFORMANCE GOALS ASSURE MODEL SELECT STRATEGIES , TECHNOLOGY, MEDIA & MATERIALS -CHOOSE LEARNING CONTENT, MULTIMEDIA & EXERCISES THAT WILL SERVE YOUR TEACHING GOALS -HOW ARE YOU GOING TO DELIVER THE CONTENT -WHAT ARE THE PLATFORM THAT YOU WANT TO USE -WHICH OF THIS PLATFORM SUITABLE FOR YOUR STUDENTS (THAT YOU HAVE ANALYZE) -WHY YOU CHOOSE THAT PLATFORM -WHEN ARE YOU GOING TO USE IT ASSURE MODEL UTILIZE TECHNOLOGY, MEDIA, AND MATERIALS AFTER CHOOSING YOUR MATERIALS, PLATFORM & MEDIA-YOU HAVE TO DECIDE HOW ARE YOU GOING TO UTILIZE THESE PLATFORM / RESOURCES EFFECTIVELY ASSURE MODEL REQUIRE LEARNER PARTICIPATION -HOW TO ENGAGE YOUR LEARNERS -HOW ARE YOU GOING TO ENCOURAGE THEM TO PARTICIPATE? ASSURE MODEL EVALUATE & REVISE -TRY TO EVALUATE & REVISE YOUR LEARNING STRATEGY -THE MOST IMPORTANT IS YOU DELIVER YOUR CONTENT TO YOUR STUDENTS EFFECTIVELY ASSURE MODEL Contoh lesson plan tanpa analisis: Contoh lesson plan tanpa analisis: Suggestion: Platform for class interaction Yg student senang guna -whatsapp -telegram Platform for your ‘LMS" -memudahkan pensyarah, Platform to conduct your class murid,pentadbiran -google meet untuk access -whatsapp voice over pengajaran -telegram voice note  02 Contoh EDU456 yang telah di edit sebagai rujukan https://padlet.com/drnorhayatimy/cd Thank You [email protected] 016-7175364