Information or Instruction

1. This Lesson Online instruction delivery networks Online instruction ‘drivers’ and ‘enablers’ Information or Instruction The Role of the Instructional Designer Types of online instruction Activities

2. INSTRUCTIONAL DESIGN Instructional Design is about how to help people learn better. An instructional designer is in charge of the educational design of multimedia projects. He or she essentially drafts a blueprint for a whole project - from determining the content of the project to deciding how to present the content to the learner. Instructional Design is the process of analysis of learning needs and goals and the development of a delivery system to meet those needs.

3. NETWORKS USED FOR DELIVERING ONLINE INSTRUCTION INTERNET INTRANET EXTRANET

4. Internet INTERNET International Network. 5,000,000 Hosts 350,000,000 users “Customers” The World Wide Web (WWW) contains an estimated 2.5 billion documents, growing at a rate of 7.5 million documents per day. The three largest search engines in terms of internally reported documents indexed are Google with 1.35 billion documents (500 million Availableto most searches), Fast, with 575 million documents and Northern Light with 327 million documents. Client Surface WWW versus ‘deep’ or ‘invisible’ WWW "The next big killer application for the Internet is going to be education. Education over the Internet is going to be so big it is going to make e-mail look like a rounding error." John Chambers CEO of Cisco Systems ipot

5. INTRANET Internal Internet. Corporation resources “Customers” Intranet A corporate university is a portal within a company through which all education takes place. It is an organization's strategic hub for educating employees, customers, & suppliers. A corporate university provides strategically relevant learning solutions for each job family within a corporation Corporation

6. INTERNET International Network. 5,000,000 hosts “Customers” Extranet Supplier Intranet External Intranet. Internet access to Corporate resources Corporation Corporate INTRANET Internal Internet. Corporate resources eLearning for entire value chain: Staff – Suppliers - Custormers

7. WHY DEVELOP ONLINE INSTRUCTION?

8. What is driving eLearning ? OPPORTUNITIES * Internet access becoming standard at work and home. * Advances in technology enable creation of interactive, media-rich content. * Increasing bandwidth and better delivery platforms make eLearning more attractive. * Emerging technology standards facilitate compatibility and useability of eLearning products. * Growing selection of high quality eLearning products and services. THREATS * Rapid obsolescence of knowledge and training. * Need for just-in-time training and delivery. * Search for cost effective ways to meet learning needs of globally distributed Workforce. * Skills gap and demographic changes drive need for new learning models. * Demand for flexible access to lifelong learning.

9. Intermediation Education Institution Internet Based Intermediary INTERNET The use of internet technologies to provide consumers with an alternative access to the products and services of established ‘bricks and mortar’ suppliers. Learners Expertise Experience Resources Qualifications

10. INTERMEDIATION – Education industry sectors case studies Higher Education Consumer Corporate School

11. INFORMATION OR INSTRUCTION?

12. INFORMATION The subject The content INSTRUCTION The subject The objectives The content The quiz INFORMATION IS NOT INSTRUCTIONIn the early days of disk-based computer-based training (CBT), there was a rush to pour content into electronic tutorials. Most early programs were nothing more than books on a computer. Learners were forced to passively read the text on the screen, often clicking the Enter button or space bar to move on. These types of programs, derisively known as page-turners, tainted the image of CBT for many years.

13. An instructional design process

14. The Instructional Designer The Instructional Designer designs and develops content and curriculum products, learning support resources and delivery/assessment methodologies. Instructional designers increasingly use the flexibility offered by multimedia applications to target specific learning objectives and audiences.

15. The Role of the Instructional Designer 1. Perform a needs assessment/analysis 2. Plan and monitor training projects 3. Assess the relevant characteristics of the target audience 4. Assess the relevant characteristics of the setting 5. Perform job, task, and/or content analysis 6. Write criterion-referenced, performance-based objectives 7. Select instructional media 8. Recommend instructional strategies 9. Develop performance measurement instruments 10. Develop training program materials 11. Prepare end-users for implementation of courseware materials 12. Evaluate instruction, program, and process

16. Instructional Design Tools • Models: • Steps to guide the design and development of instruction • e.g. the ADDIE model • Learning theories: • Guidelines for achieving learning. • e.g. Gagne’s nine events of instruction. • Evaluation strategies: • Procedures for determining the results of instruction. • e.g. Kirkpatrick’s levels of evaluation

17. Identify the triangle a) b) c) • No. this is a square • Yes, and its angles • total 180 degrees • c) No. this is a circle A triangle has 3 sides An online instruction process • FEEDBACK • Remediation • Reinforcement FACT *knowledge *skill *attitude • TEST • Formative • summative

18. INFORMATION The subject The content INSTRUCTION The subject The objectives The content The quiz INFORMATION IS NOT INSTRUCTIONIn the early days of disk-based computer-based training (CBT), there was a rush to pour content into electronic tutorials. Most early programs were nothing more than books on a computer. Learners were forced to passively read the text on the screen, often clicking the Enter button or space bar to move on. These types of programs, derisively known as page-turners, tainted the image of CBT for many years.

19. Online instruction exercise Use PowerPoint to develop an online lesson based on the flowchart below Present remediation try again Ask a question with 2 choices wrong What you will learn Present a rule or fact TITLE right Present reinforcement exit The subject The objectives The content The quiz

20. TYPES OF ONLINE INSTRUCTION

21. Drill and Practice Provides opportunities for practice when mastery of a new skill or information is desired. Usually used after initial instruction. Simulation Used for practicing a skill when the real context is too costly, dangerous or inaccessible. Provides answers to ‘What will happen if I do this?’. Oops, try again. Tutorial Introduces new information that is usually taught in a sequential manner. They are useful for teaching factual information, rules, and the application of rules. Knowledge construction Enables learners to actively construct their own knowledge by relating new information to preexisting knowledge. Learners interact with the new knowledge, the learning environment, and with other learners Types of online instruction

22. Drill and Practice Flow Chart

23. Tutorial Flow Chart Gain the learner's attention Inform the learners of the objectives Stimulate recall of prerequisite knowledge Present the stimulus for the new content Promote transfer and retention of the new content Provide learning guidance and prompts

24. Provide a Virtual environment Simulation Flow Chart Examine impact of the selected choice Select choice Present choices Repeat ? Exit

25. Knowledge Construction Suggest a process for achieving the task. Present the task Recommend sources of new knowledge Provide rules for measuring success Evaluate

26. ACTIVITIES Go to the Cyberteacher site Read notes for this lesson Complete activities