1 / 24

Instructional Design and Distance Education

This instructional design model provides guidelines for conducting needs assessment, setting goals and objectives, understanding the target audience, selecting appropriate delivery technologies, arranging student support services, developing assessment measures, determining instructional methods, and conducting formative and summative evaluations in distance education.

mfranz
Download Presentation

Instructional Design and Distance Education

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Instructional Design and Distance Education Agenda

  2. Distance Education One-Time Only Events Multiple Session Events

  3. A Basic ID Model for Distance Education • Conduct assessment of needs

  4. A Basic ID Model for Distance Education • Conduct assessment of needs • Formulate broad goals and observable subgoals (objectives)

  5. Goal:Improve farm management through use of Internet resources • Objective #1:Locate and use online USDA databases • Objective #2:Determine the status of current ag-related legislation in Congress

  6. A Basic ID Model for Distance Education • Conduct assessment of needs • Formulate broad goals and observable subgoals (objectives) • Develop clear understanding of target student/audience group

  7. Student Characteristics • Time availability • Access to delivery systems • Knowledge of topic/prerequisites • General experience level • Competing demands on time

  8. A Basic ID Model for Distance Education • Conduct assessment of needs • Formulate broad goals and observable subgoals (objectives) • Develop clear understanding of target student/audience group • Identify required subject matter

  9. A Basic ID Model for Distance Ed (cont.) • Consider alternative delivery technologies and select the most appropriate

  10. A Basic ID Model for Distance Ed (cont.) • Consider alternative delivery technologies and select the most appropriate • Make arrangements for required student support elements

  11. Student Support Needs • Registration/records • Bookstore services • Library services • Computing services • Interaction with you • Advising • Counseling/assistance

  12. Counseling/Assistance • Improving study skills • Managing home/work/course • Need for tutoring • Overcoming concerns of isolation

  13. Personal Contact With Distant Learners Is Imperative

  14. A Basic ID Model for Distance Ed (cont.) • Consider alternative delivery technologies and select the most appropriate • Make arrangements for required student support elements • Develop student assessment measures

  15. Evaluating Remote Site Students • On-site exams • Take-home exams • Homework assignments • Term papers and group projects • Class presentations • Class participation • Testing by Internet

  16. A Basic ID Model for Distance Ed (cont.) • Determine instructional methods and develop lesson plans

  17. Current Lecturing Taking Attendance Credit hours Competing Multiple choice Library collections Passive learning Transformed Coaching Logging on Performance standards Collaborating Portfolio assessment Network connections Active learning Moving Toward aLearner-Centered Paradigm Oblinger (1994)

  18. Current Lecturing Taking Attendance Credit hours Competing Multiple choice Library collections Passive learning Textbooks Transformed Coaching Logging on Performance standards Collaborating Portfolio assessment Network connections Active learning Customized materials Moving Toward aLearner-Centered Paradigm Oblinger (1994)

  19. Teaching Strategies • Maximize student involvement in learning process • Be liberal in use of examples, illustrations, visualization • Provide students opportunities to apply course material • Teach in “chunks” • Use media to perform specific missions

  20. A Basic ID Model for Distance Ed (cont.) • Determine instructional methods and develop lesson plans • Obtain or develop required visual support materials

  21. A Basic ID Model for Distance Ed (cont.) • Determine instructional methods and develop lesson plans • Obtain or develop required visual support materials • Conduct formative evaluation and revise as necessary

  22. Q’s for In-Course Evaluation • How am I doing? • Are you learning what you hoped you would learn in this course? • What course content has given you trouble, and what can I do to make it more clear? • Have you had trouble completing the course assignments?

  23. Q’s for In-Course Evaluation (cont.) • Have you had problems contacting me? • Have you encountered trouble with [the course delivery system]? • Have you had problems with support services? • How can I make this course more effective for you?

  24. A Basic ID Model for Distance Ed (cont.) • Determine instructional methods and develop lesson plans • Obtain or develop required visual support materials • Conduct formative evaluation and revise as necessary • Conduct summative evaluation

More Related