Shrikant Gadre 9422000101

1. Shrikant Gadre 9422000101

2. Institute of New Media Development and Research – Pune Law college Road, Abhinav School Lane, 46/12 KhareBanglo,Pune 411 004

3. Course objectives. This series will teach the learner the basics of the instructional design (ID) and e-learning, with emphasis on storyboarding for creating e-learning courses.

4. The course will cover the following:How do we learn? - Can learning be facilitated? - What are the models for creation of instructional material?- How ID principles are applied in course and courseware design?- How ID principles are applied in e-learning?- How to write storyboards?- What are authoring tools?- What are the quality norms standards in e- learning?

5. The Science of Learning • This module provides an introduction to learning theory and the instructional design process, processes for identifying the need for instruction. It also examines the roles of the designer and other personnel in the process.

6. Objectives • Differentiate among learning theory, instructional theory, and design plans • Identify the elements of the instructional design process • Conduct a needs assessment, goal analysis, and performance assessment • Define the role of the instructional designer

7. Topics • Learning theory • Different learning styles • Keller’s ARCS model of motivation • Instructional design • Bloom’s taxonomy • Dick and Carey model for ID • Addie model as applied to CDLC (course development life cycle) • Kirkpatrick model for summative evaluation • Dale’s cone of experience

8. Topic • Information is not instruction - David Merrill • Malcolm Knowles and birth of andragogy • Gagne's nine events of instruction • Needs assessment • Conducting a needs assessment • Goal analysis • Performance assessment • Knowles’ theory of andragogy • Instructional design process • Role of the designer • Subject Matter Experts (SME) • Support personnel

9. Assignments: Research and reading assignments—learners will present their reports. Topics: Learning styles, Learning theories and researching the field of human learning, learning methodologies.

10. Training Needs Analysis and Learning Objectives • This module provides an introduction to training needs analysis, learner analysis, task and content analysis, as well as writing and classifying learning objectives.

11. Objectives • Describe training needs analysis • Describe learner analysis • Recognize skills and information necessary to addressing learning needs • Define learning objects • Construct learning objectives • Organize content for instruction • Determine what learners can do to demonstrate mastery of the content • Describe rationale behind assessments

12. Topics • Task analysis • Identifying skills/knowledge needed for a task • Training needs analysis • Learner characteristics • Non-conventional learners • The magic of learner motivation: ARCS model • Content analysis • Topic analysis • Conducting a task analysis • Developing instructional objectives • How to write great learning objectives • Cognitive domain • Psychomotor and affective domains • Constructivism & discovery learning

13. Assignments • Presentation of research and reading assignments. • Topics: Identify training needs for proficiency in basic arithmetic, cricket, and languages. Evaluation of a training program.

14. Design concepts This module provides information on sequencing, delivery of content and instructional strategy, as well as designing the instructional message. Objectives Sequence content to improve the learner's understanding of the material • Teach a fact, concept, rule, procedure, interpersonal skill, and attitude • Present the content in a way so that each learner will master the objectives • Use different pre-instructional strategies • Implement your instructional strategies • Use of visuals within the content

15. Topics • Transfer of knowledge or skills – methodology • Implications of behavioral, constructive, cognitive, humanistic theories • Learning and content sequencing • Foundations of instructional strategies • Teaching facts and concepts • Teaching principles, rules, and procedures • Teaching interpersonal skills and attitudes • Behavior modification • Pre-instructional strategies • Presentation strategies • Using pictures, graphics, games or activities • Experiential learning – Role play, simulations

16. Assignments • Topics: Design a game, skit, or write a lecture on teaching what is money, importance of saving money, investing for the future and lending. Structure/organize content for learning. • Presentation on given topics.

17. Developing courseware This module provides an introduction on developing instructional materials, instructional delivery methods. Objectives • Interpret the design plan and translate it into instruction • Differentiate between instructional delivery methods

18. Topics • Preparing to deliver learning • Lecture notes • Learner handbook • Developing formative, summative, and evaluative assessments • Games • Identifying supplementary reading or activities • Videos, animation, cartoons, and other audio-visual methods • Class room, distance learning, self learning

19. Assignments Presentation on given topics. Topics: Research, discussions and presentation on different methods of learning.

20. Evaluation • This module provides an introduction to the use of evaluation instruments in the instructional design process. Use of testing material to determine the effectiveness of the instruction.

21. Objectives • Define the purpose of evaluation • Construct instruments to test knowledge, skills, behaviors, and attitudes • Calculate program efficiency

22. Topics • Purposes of evaluation • Relationships among evaluation types • Validity and reliability • Standards of achievement • Pre-testing • Testing knowledge with objective tests • Testing with constructed-response tests • Assessments • Types of Assessments

23. Assignments • Presentation on given topics. • Topics: Creating questions on given content to test if desired objectives are achieved.

24. E-learning design • This module provides an introduction to the design and development of an e-learning course.

25. Objectives • Debate use of computers for learning • Describe CBT, WBT • Identify the technological aspects for an e-learning course • Define Learner-centric learning • Design user interface

26. Topics • E-learning benefits and drawbacks • The e-learning project team • "Asynchronous" and "synchronous"? • Cd-roms: pro's and con's • Web-learning: pro's and con's • What is bandwidth? Why does it matter? • Should I use CD-ROM or web delivery?

27. Evaluating e-learning: Introduction to Kirkpatrick • E-learning & the User Interface • Put the user in control • Templates – advantages and disadvantages • Logic and consistency • Provide user guidance • Developing GUI standards • Checklist: Judging the interface

28. Assignments • Presentation on given topics. • Topics: Debate on use of audio cassettes, video films as learning or teaching tools. Course player design for an HTML based course, flash-based course.

29. Storyboarding This module provides an introduction to the design and development of a storyboard for a course. This benefits the learner by preparing him for the IT enabled services industry.

30. Objectives • Create a CDD, IDD, DCO, Storyboard • Review CDD, IDD, DCO, Storyboard • Create a checklist for writing standards

31. Topics • What is a storyboard? • Language skills • Visualization for content • Use of stories/games in learning • The Course Design Document/IDD • Storyboard formats • Writing a storyboard • Reviewing a storyboard • Writing standards

32. Assignments • Develop IDD, DCO and an SB for at least two topics. Review storyboards. • Topics: A lesson in history, geography, traffic rules, road sense, civic sense.

33. Objectives • Identify the tools-of-trade of instructional designers • Use the tools of trade

34. Contact Details ShrikantGadre Law college Road, Abhinav school Lane, 46/12, Khare Bungalow, Pune 411 004Web site : www.inmdr.net Call : ShrikantGadre 9422000101 Email : shrikantgadre@gmail.com