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Instructional Design Principles

Instructional Design Principles. Lindsay Prater GCU TEC 571. The Three E’s of Learning. Learning in any form: traditional, hybrid, or distance education, needs to meet all three E’s Effective – Did I make my students learn about what I intended for them to learn?

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Instructional Design Principles

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  1. Instructional Design Principles Lindsay Prater GCU TEC 571

  2. The Three E’s of Learning • Learning in any form: traditional, hybrid, or distance education, needs to meet all three E’s • Effective – Did I make my students learn about what I intended for them to learn? • Efficient – Have I done everything that could be done in effort to get my students to learn? • Engaging – Did my students enjoy or find the information interesting during the lesson?

  3. What are Instructional Design Principles? • A method for professionals to create blueprints for effective, efficient, engaging instruction • There are five principles: activation, application, demonstration, integration, and task-centered

  4. Activation Principle • “Learning is promoted when learners activate relevant cognitive structures” or activate multiple mental processes by recalling or organizing ideas • Activating the brain!

  5. Application Principle • “Learning is promoted when learners engage in application of new knowledge” or put to use the knowledge that is learned in class through corrective feedback and coaching • Applying new skills!

  6. Demonstration Principle • “Learning is promoted when learners observe demonstration of new knowledge” or students watch the leader perform the expected objective performed • Show me how to do it!

  7. Integration Principle • “Learning is promoted when learners integrate new knowledge into everyday by creating inventing”, and/or estimating by publicly observing the performance. • Watch me do it!

  8. Task-Centered Principle • “Learning is promoted when learners demonstrate or apply a component of the lesson by progressing of collecting tasks towards a whole goal” • Give me a checklist!

  9. Distance Education and the Principles • Distance Education relies on mature, independent, motivated students to be successful • Mainly activation principle and task-centered principle applied in distance education principles

  10. Distance Education: What Changes Could Be Made? • Students should show more than just recall of knowledge (activation principle) • Students should be accounted for more than a series of tasks (task-centered principle) • Students should be accounted for demonstrating knowledge in real-time (demonstration principle) • Students should receive coaching in more forms than writing (application principle) • Students should integrate knowledge into their real-world and document this integration (integration principle)

  11. Top 3 Changes: Why the Application Principle? • A teacher utilizing distance learning (DL) is more of a facilitator than a teacher. • Even though DL students are independent learners, some students need a “face to face” interaction. • Students may need support not only across the world wide web, but possibly in the same room.

  12. How? • Students could utilize video conferencing. • Students could have one “mentor” for the entire journey, in addition to individual course teachers. • Students could document how they have applied their learning in their chosen environment.

  13. Top 3 Changes:Why the Demonstration Principle? • Teachers utilizing DL do not observe the student demonstrating the new knowledge. • Students should be responsible for demonstrating in real-time using technology. • If demonstration isn’t observed, how does the teacher know that the student is utilizing the knowledge?

  14. Top 3 Changes: Why the Integration Principle? • Teachers utilizing DL do not observe the student integrating the knowledge into everyday life. • Students should be held responsible for using the knowledge to better / improve themselves. • Students need to have some form of documentation of the integration.

  15. How? • Students could keep video journals using a form of videography to show demonstration / integration in real-time. • Students could also “broadcast” their classroom for observation(s) of demonstration / integration. • If the mentor concept is utilized, the mentor can document his or her viewing of the mentee’s demonstration / integration.

  16. Works Cited Author Unknown. 2011. Instructional Design Principles at about-elearning.com. Retrieved 5 July 2011 from http://www.about-elearning.com/instructional-design-principles.html. Spector, Michael J. (2007). Handbook of Research on Educational Communications and Technology: 3rd Edition (AECT series). New York: Routledge.

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