What is Instructional Design? Skills needed? Instructional Design Importance Course Design

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Transcript of What is Instructional Design? Skills needed? Instructional Design Importance Course Design

  • Slide 1
  • What is Instructional Design? Skills needed? Instructional Design Importance Course Design www.synergylearningsolutions.com
  • Slide 2
  • Instructional design is the practice of maximizing the effectiveness, efficiency and appeal of instructionand other learning experiences.
  • Slide 3
  • Foundations of Instructional Design were laid in World War 11 US Military needed to train large numbers on complex technical tasks Training focussed on observable behaviours Mastery was assumed possible for every learner given enough repetition and feedback After the war, these principles were carried into the business sector
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  • CognitivePsychomotor Affective KnowsDoes Feels
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  • Blooms taxonomy of learning: People learn by what they do (Psychomotor) People learn by what they know or think (Cognitive) People learn by what they feel (Affective)
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  • Analyze Design ADDIE Develop Perhaps the most common model in Instructional Design is the ADDIE model. Implement Evaluate
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  • Another model commonly used by Instructional Designers. Identify instructional goals Conduct instructional analysis Analyze learners and context Write performance objectives Revise instruction Develop assessment instruments Develop instructional strategy Develop / design instructional material Design / conduct formative evaluation Design / conduct summative evaluation
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  • Why are these important? A learning objective describes what the learner will gain from the instruction. A learning objective generally has three parts: A measurable verb A condition A criteria. A learning objective sets the scene as to where you are going and increases the chance of you getting there! A learning objective focuses and organises the learning.
  • Slide 9
  • Course Objectives Chapter Objectives Objectives High level what do you want the learner to achieve after completing this course? Lesson Objectives More specific what do you want the learner to achieve after completing this chapter? Very detailed what do you want the learner to achieve after this lesson?
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  • 1 2 3 Revision or recaps work in the opposite way: Recap or revise after each lesson Then after each chapter And again at the end of the course.
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  • The Gunning FOG Index is a tool which measures the readability of your writing. A Gunning FOG Index of around 12 is suitable for a high school graduate although the generally accepted norm is around 8. It is used to confirm that the language used is suitable for the intended audience.
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  • http://gunning-fog-index.com/ Working out readability the long way: Select a paragraph (on average about 100 words). Divide the number of words by the number of sentences to find the average sentence length. Count the complex words those with 3 or more syllables. Add the average sentence length and the percentage of complex words. Multiply the result by 0.4 OR Use an Internet tool like the one found at
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  • Ability to conduct a needs analysis Ability to start with the end in mind Ability to think like a student Ability to write storyboards & training material in an uncomplicated manner Ability to gather information and arrange it in a logical manner Ability to think out the box Ability to see the big picture but also to drill down to detail
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  • Know your target audience ! Know your target audience ! Know your target audience !
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  • Although we cant box people, we can say, based on the Honey & Mumford theory, that learners fall into four general types: THEORIST ACTIVIST REFLECTOR PRAGMATIS T
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  • It provides context and perspective. Than merely putting together information It uses clear set goals to focus learners It takes the learner from the known to the unknown It engages learners on their learning journey
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  • www.synergylearningsolutions.com 14 Corina Road Elma Park EDENVALE, 1609 Republic of South Africa +27(0)82 452 6149