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Instructional Design Principles in Distance Education

Instructional Design Principles in Distance Education. By Cindy Nester Grand Canyon University. Principle One: Analyze Learners. Who am I teaching? What is their background? What obstacles might there be for the individual and group of students? What is their learning level?

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Instructional Design Principles in Distance Education

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  1. Instructional Design Principles in Distance Education By Cindy Nester Grand Canyon University

  2. Principle One: Analyze Learners • Who am I teaching? • What is their background? • What obstacles might there be for the individual and group of students? • What is their learning level? • What is their learning style?

  3. Principle One: How to Analyze? • Background information within the school files (Be sure to note any IEP or 504 plans) • Background community information (socioeconomics) that can be obtained from local or state school boards • Surveys on student interest or learning styles • Presassessment on the subject matter

  4. Principle One: Analyze Learners Experts (Ying, 2008) have researched the importance of knowing your students before instruction. This allows the teacher to improve student performance and motivation in the area of distance education. For example, if a student struggles with time management; then the instructor may need to focus on that skill during the course. Students then can gain useful skills that will help with distance education. Please visit the following link to watch a short clip on analyzing learners as part of instructional design for more information. Instructional Design: Assure Model

  5. Principle Two: Strategies and Materials • What platform of delivery will I be using? • What materials will be accessible? • Am I considering learning styles? • What accommodations are need for IEPs or 504 plans? • Is there a variety of types of material? • What is needed to make sure students can collaborate? • What should strategies should I use to promote 21st century learning skills?

  6. Important Strategies • Goal setting for students improves performance (Ying, 2008) • Teaching time management (Ying, 2008) • Immediate feedback (Cunningham, 2010) • Communication that includes questioning the student to focus their learning (Cunningham, 2010) • Peer to Peer discussions

  7. Appropriate Materials • The bulk of the class should contain material that must be read (Cunningham, 2010) • Video Supplements • Collaborative Projects • Flexible Syllabus that still provides structure (Cunningham, 2010) • Digital Handouts • Digital models or manipulative

  8. Principle Three: Evaluate and Reflect Evaluation and reflection is a key part in learning and in distance learning. The process is beneficial to both the student and the instructor. Experts (Thorpe, 2000) recommend giving feedback to the student after they reflect. Key Ways to Evaluate and Reflect (Thorpe, 2000) • Surveys • Questionnaires • Journal Entries

  9. Example Questions that are Beneficial • What did you learn from the course? • What difficulties did you encounter? • What were your strengths/weaknesses? • How would you improve the course to learn more? • How could you do your own work to be more successful?

  10. Benefits of Reflection and Evaluation • Deeper self awareness • Higher analytical thinking • Future improved course instruction • Periodic reflections can improve performance • Deep understanding of materials For more information on using reflection in the nontraditional classroom, watch this video clip Online Writing And Reflection Activities

  11. References • http://www.instructionaldesign.org/models/assure.html • Cunningham, J. (2010). Self-Direction: A Critical Tool in Distance Learning. Common Ground Journal, 7(2), 89-100. Retrieved from EBSCOhost • Thorpe, M. (2000). Reflective learning and distance learning--made to mix by design and by assessment. Information Services & Use, 20(2/3), 145. Retrieved from EBSCOhost. • Ying, W., Huamao, P., Ronghuai, H., Yanhua, H., & Jingjing, W. (2008). Characteristics of distance learners: research on relationships of learning motivation, learning strategy, self-efficacy, attribution and learning results. Open Learning, 23(1), 17-28.

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