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CEIT 225 Instructional Design

CEIT 225 Instructional Design. Assoc. Prof. Dr. K ü r ş at Ç a ğı ltay http://www.metu.edu.tr/~kursat. Turnin your homework. Use the same case and write your own analysis report. Limit 2 pages. Instructional Design (ID) ?.

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CEIT 225 Instructional Design

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  1. CEIT 225 Instructional Design Assoc. Prof.Dr. Kürşat Çağıltay http://www.metu.edu.tr/~kursat

  2. Turnin your homework • Use the same case and write your own analysis report. • Limit 2 pages

  3. Instructional Design (ID)? • The systematic process of translating principles of learning and instruction into plans for instructional materials and activities.

  4. Three Major Questions • Where are we going? Objectives • How will we get there? Inst. Strategy • How will we know when we have arrived? Evaluation

  5. So, the first activity is?

  6. A = Analysis • In analysis stage of ID process, want to find out • What is the goal or intended outcome • Goal analysis • What is the content • Waht is the context • Who are the learners or audience • Audience analysis

  7. Writing Performance Objectives

  8. Goals are... broad statements of end results.

  9. Your goal at METU?

  10. In this course... By the end of this course, each student will be a better instructional designer.

  11. Good goals are... • realistic • obtainable • based on the student’s targets • clearly stated to students • repeated throughout the course of instruction

  12. A goal statement must include • Learners • What learners will be able to do • Performance context • Tools that will be available for learners

  13. What Are The Differences Between Objectives And Goals? Goals are typically written from the course’s perspective whereas objectives are written from the learner’s perspective. A goal is a generic, less precise description of the outcome of instruction. The objectives reflect some type of criteria or standard whereas the goal does not; descriptions of the outcome of instruction is very precise.

  14. Instructional Matching Instructional Objectives Evaluation Instruction

  15. Performance Objective A detailed description of what students will be able to do when they complete a unit of instruction. It will provide an instructional focus for the designer when deciding about content, strategies, and evaluation.

  16. Performance Objective Performance objectives are derived from the skills in the instructional analysis. This includes sometimes writing objectives for the skills identified as entry behaviors.

  17. Performance objectives are... specific statements of student competency as a result of training.

  18. Good Performance Objectives are... • linked to specific behavior • clear and concise • are observable • are measurable • relevant to the instruction

  19. Objectives consist of three main components • Performance • What will the students do? • Condition • Under what conditions will the students perform? • Criteria • How well with the students perform?

  20. There are three primary types of performance objectives • Cognitive • knowledge and information related behavior • Psychomotor (skills) • hands-on , doing behavior • Affective • attitudes, values, feeling, belief-related behavior

  21. Examples of Performance Objectives Cognitive By the end of this lesson, each student will describe the three main types of a performance objective with 100% accuracy. Given a list of 10 performance objectives, each student will classify them as to the domain that they address with 80% accuracy.

  22. Examples of Performance Objectives Psychomotor By the end of this lesson, given a topic, each student will succesfully change Facebook security features.. ..students will be able to use mouse successfully

  23. Examples of Performance Objectives Affective By the end of this course, each student will realize the need to write valid performance objectives as evidenced by consistent use of performance objectives in all future teaching assignments.

  24. Sample • Goal: be able to type words • Behavior: type on standard keyboard • Conditions: must have access to a computer with word processor • Criterion: must type at least 23 tp 25 words/min correctly • Criterion: must type in columns or lists

  25. Sentences in objectives Avoid using Prefer using Write Identify Solve Construct Compare Contrast • Understand • Grasp • Believe • Internalize • Have faith in • Fully appreciate

  26. A case: Your project • In class activity on goal and objective writing • Goal: broad, course oriented • Performance: specific, learner oriented • Performance, condition, criteria • Cognitive, psychomotor, affective

  27. Your Task in this Course • Designing an Instructional module • To teach Internet Safety • A text material – about 4 pages, color print (with Photoshop) • A digital material (Adobe Flash) • A video – 3-5 minutes, stopmotion • All of them will be presented on udemy.com

  28. Timeline • Analysis report due date-March 21st • Design report – April 8th • Brochure-April 4th • Flash – May 2nd • Video – May 27th • Final – June 11th

  29. After class • Meet with your facilitators • Set your project topic and start working on your analysis report

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