DE & ISD: 需求與標的之關係

1. DE & ISD: 需求與標的之關係 Richard A. Cornell University of Central Florida Wenzao Ursuline College of Languages

2. Our Objectives • The participant will: • Identify basic ISD models • Define an objective • Match objective to requirement • Evaluate objective as applied to requirement

3. Some Assumptions About You • You can identify more than one ISD model • You know how a systematic process of instruction is applied • You can conduct a needs assessment • You have written training objectives • You have evaluated your instruction through testing of exit competencies

4. 古早以前... • We know there is a problem if we have a difference between what is and what should be • The differences we observe may or may not reflect a “training” problem, i.e.. ???

5. 教學設計程序之介紹

6. 基本ISD 模式: ADDIE • Analyze • Design • Develop • Implement • Evaluate (Control)

7. ISD模式之一 Revision Topic Objectives Instruction Evaluation Revision

8. ISD模式之二 Planning Revision Instructional Problems Instructional Resources Learner Characteristics Evaluation Instruments Task Analysis Summative Evaluation Support Services Instructional Delivery Instructional Objectives Instructional Strategies Content Sequencing Formative Evaluation Project Management

9. 教學/學習程序之原由….. * Global Economy * Information-based economy * Diverse Work Force

10. 教材 Subject content and skills that comprise a program

11. 教材 • Purpose or mission • Goals for education or training • Categorization and organization of instruction

12. 教材的設計發展 • Educational purposes • Educational experiences to obtain purposes • Organizing experiences…D.E. or F2F? • Attaining purposes

13. 教材籌劃之限制 * Diverse populations * Motivation * Teaching and Learning methods * Competency Levels * Technology * Cost * Job satisfaction

14. 教學設計程序之重要元素 • For whom is the process being developed • What do you want to be “learned” • How is the content or skill best “learned” • How do you determine the extent of the “learning” that has been achieved

15. 完整之教學設計計劃 • Instructional problems • Learner characteristics • Subject content • Instructional objectives • Sequence content • Instructional strategies • Instructional delivery • Evaluation • Resources

16. 教學設計程序之前提 • Systematic Procedure and Specificity.. • Starts at Course Development Level • Use of Instructional Design Plan • Procedural Goals • Expected Level of Learning • The Best Way to Design

17. 運用教學設計程序的優點

18. 標的之功能 Means of designing appropriate instruction Provides a framework for evaluation Acts as a guide for the learner

19. 標的之三項範疇 • Cognitive • Affective • Psychomotor

20. Level of Bloom’s Taxonomy • Knowledge: Recall of specific information • Comprehension: Lowest level of understanding • Application: Application of a rule or principle • Analysis: Breaks an idea in component parts and describes the relationships • Synthesis: Puts the parts together to form a new whole • Evaluation: Makes judgments about materials and methods

21. Domain of Psychomotor Objectives Imitation: Demonstrates an observed action Manipulation: Performs an act Precision: Performs with accuracy Articulation: Performs a coordinated activity in efficient and coordinated manner

22. Affective Domain • Receiving • Responding • Valuing • Organizing • Characterizing by value

23. Interrelation of Domains A well organized program with participation inspires a positive attitude

24. 發展教學標的 Refine Modify

25. Writing Objectives in the Cognitive Domain • Behavioral Objectives • Cognitive Objectives • “SLOB”

26. Writing Objectives for the Psychomotor Domain Using verbs to describe...

27. Writing Objectives for the Affective Domain • Observation... Identify cognitive component Identify a behavior

28. 標的分類 Mager and Beach’s Model *Speech * Manipulation * Recall * Discrimination * Problem-solving

29. 撰寫標的之難處 Pros and Cons of Writing Objectives

30. 運用評估來增強課程:Conducting Formative and Summative Evaluations

31. 評估/修正 Revision Planning Instructional Problems Instructional Resources Learner Characteristics Task Analysis Evaluation Instruments SummativeEvaluation Support Services Instructional Delivery Instructional Objectives Content Sequencing Instructional Strategies FormativeEvaluation Project Management

32. 形成式評估的基本模型 • Purpose Why is the evaluation being conducted? • Audience Who receives the evaluation results? • Issues What are the questions/objectives? • Resources What resources are needed?

33. 形成式評估的階段 • One-on-one trials • Small-group trials • Field trials

34. 總結式評估: 決定課程結果 • Effectiveness of learner learning • Efficiency of learner learning • Cost of program development and continuing expenses • Attitudes and reactions to the program • Long-term benefits

35. 評估versus 研究 • Collect data form the time the program is conceived • Avoid confusing research with evaluation

36. 課程成效 Data collection instruments • Checklist • Rating scale • Ranking • Open-ended questions

37. 課程效率 • Learner time required • Faculty and staff required • Use of facilities

38. 課程費用 • Developmental costs • Operational costs • Instructional cost index

39. 再追蹤評估的優點 Educational Programs • Capabilities in basic skills • Knowledge and competencies • Proficiencies to carry out tasks • Fulfillment of roles as citizens

40. 再追蹤評估的優點 Training Programs • Appropriateness of the training • Competencies of Employees • Benefits to the organization

41. 結論 • What has been discussed • How may we apply ISD to instruction • How to modify for use at a distance • Resources needed

42. Questions?

43. 謝謝各位!