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Instructional Development

Instructional Development. Welcome to ISTC 667. Instruction. What makes it successful? Considerations?. Instructional Development.

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Instructional Development

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  1. Instructional Development Welcome to ISTC 667

  2. Instruction • What makes it successful? • Considerations?

  3. Instructional Development • - A systematic process used by instructional developers in the design, development, and evaluation of instructional programs which are effective and/or efficient.

  4. Systematic Instruction

  5. Behavioral Objectives • Information to be learned is specified in terms of the learner’s behaviors. • Learning is measurable only in terms of the behavior produced. • Behaviors must be capable of measurement.

  6. Systematic Instruction

  7. Instructional Design • Term is used interchangeably with Instructional Development. • Information processed in terms of: • Sequence • Mode of presentation • Techniques and media employed

  8. Systematic Instruction

  9. Instructional Presentation • The information that was developed in step 2, is presented to learners.

  10. Systematic Instruction

  11. Instructional Evaluation • Learners evaluated in terms of behavioral objectives from step 1. • If performance is unsatisfactory, steps 1, 2, and 3 are revised until objectives are met.

  12. Dewey’s Problem Solving • Identification of the problem • Formulation of a hypothesis • Collection, organization, and analysis of data • Formulation of conclusions • Verification, reflection, or modification of hypothesis – test consequences

  13. Learning Theories • Tend to be descriptive • B.F. Skinner • Emphasis on effects of external conditions • Rewards, punishments determine future behavior • Do not specifically tell designer what to do to achieve goals

  14. Incorporate theories • These are the core teaching strategies incorporated into instruction plan. • A combination of learning theories may be integrated within instruction plan.

  15. The ID process begins • Questions for the developer: • Learner’s level of readiness? • Most appropriate instructional strategies in terms of learner characteristics/objectives? • What media or other resources most suitable?

  16. The ID process begins • What support is required? • How is achievement of objectives determined? • What revisions necessary if program does not match expectations?

  17. Key elements • Leaner characteristics • For whom is program developed? • What will learners learn or demonstrate? • How is the content or skill best learned? • What is the extent to which learning is achieved?

  18. Comprehensive plan • 1. Identify instructional problems and specify goals. • 2. Examine learner characteristics. • 3. Identify subject content and analyze task components. • 4. Specify the objectives.

  19. Comprehensive plan • 5. Sequence content within each instructional unit for logical learning. • 6. Design instructional strategies so each learner can master objectives. • 7. Plan instructional message and develop instruction. • 8. Develop evaluation instruments. • 9. Select resources to support activities.

  20. Comprehensive plan

  21. The End From Designing Effective Instruction 4th Ed., Morrison, Ross, & Kemp, 2004.

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