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Introspection: Instructional Design

Introspection: Instructional Design. Shabana Figueroa Email: bana13@gmail.com Website: shabanafigueroa.net. Work Culture. Instructional design framework Approach to course design. Framework. Use of prescriptive models as a starting point. ADDIE Young’s Culture Based Model: ID_TABLET

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Introspection: Instructional Design

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  1. Introspection: Instructional Design Shabana FigueroaEmail: bana13@gmail.com Website: shabanafigueroa.net

  2. Work Culture • Instructional design framework • Approach to course design

  3. Framework • Use of prescriptive models as a starting point. • ADDIE • Young’s Culture Based Model: ID_TABLET • Henderson’s Multiple Culture Model • Multidimensional Model of Collis, Vingerhoet, Moonen

  4. DESIGN FINE-TUNE A Systematic Process REVISION DEVELOPMENT FINE-TUNE EVALUATION FINE-TUNE • Determine need • Analyze your students • Establish Goals • Develop a revision plan • Create course outline • Review existing materials • Organize and develop content • Select delivery method • Review goals/objectives • Develop assessment strategies

  5. Framework • Use of prescriptive models as a starting point. • ADDIE • Third Dimensional Model (ADDIE + Intention, Introspection and Interaction) • Young’s Culture Based Model: ID_TABLET • Henderson’s Multiple Culture Model • Multidimensional Model of Collis, Vingerhoet, Moonen

  6. Young (2009) Culture Based Model Eight areas that form the acronym ID_Tablet: inquiry (6 design factors), development (10 design factors), team (3 design factors), assessments (4 design factors), brainstorming (10 design factors), learners (10 design factors), elements (25 design factors), and training (2 design factors).

  7. Framework • Use of prescriptive models as a starting point. • ADDIE • Third Dimensional Model (ADDIE + Intention, Introspection and Interaction) • Young’s Culture Based Model: ID_TABLET • Henderson’s Multiple Culture Model • Multidimensional Model of Collis, Vingerhoet, Moonen

  8. Henderson’s Multiple Cultures Model Henderson (2007)

  9. Framework • Use of prescriptive models as a starting point. • ADDIE • Third Dimensional Model (ADDIE + Intention, Introspection and Interaction) • Young’s Culture Based Model: ID_TABLET • Henderson’s Multiple Culture Model • Multidimensional Model of Collis, Vingerhoet, Moonen

  10. Multidimensional Model of Collis, Vingerhoet, Moonen (1999) • Focus on online pedagogy and technology • Extension of online flexibility by focusing on : • Social organization of the course • Group number/Member proximity • Selection of course materials, learning and assessment activities • Language and visual aesthetics • Technology Platform • Model of interaction • Conditions for a course Example: Digital Ethics Course

  11. Guiding Principles Instructional Objectives Content Presentation/ Learner Engagement Include a well defined set of learning outcomes that align with the goals/objectives of the course –some measurable. Detailed explanation of the course requirements, instructor expectations, course policies, and academic policies. Intuitive course navigation Introductory course module (Getting Started) Integrated offline and online course activities throughout the course. Content is chunked and presented in portions to allow students to focus on specific concepts. Example: *Action Research

  12. Guiding Principles Communication/Collaboration Assessment of Learning Interactivity is linked to course objectives Communication within the course incorporates a variety of tools (live chat, offline discussions, email, virtual office hours) Offer collaborative opportunities Create a communication policy Assessment activities are integrated throughout the course. All deadlines, grading criteria, assignment details are clearly presented and defined. Opportunities for self assessment (quizzes, flash cards, puzzles, etc.) Include assessment activities that require higher order thinking (Authentic Assessment) Example: Computer Skills for Information Age

  13. Guiding Principles Learning Support Assessment of Learning Technical Policies Technology Requirements Access to Resource – Labs, Library Assessment activities are integrated throughout the course. All deadlines, grading criteria, assignment details are clearly presented and defined. Opportunities for self assessment (quizzes, flash cards, puzzles, etc.) Include assessment activities that require higher order thinking (Authentic Assessment) Example: Shakespearean Literature

  14. The essentials… • Teachers need training to use technology effectively • Good teaching matters • Student numbers are critical. • Interaction is essential • Teamwork is essential • Balance variety with economy • Technology is not the issue • New technologies are not necessarily better than old ones

  15. Extending Instructional Design Portal: my.spelman.edu

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