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MITE 6330 "My mind map" by Mind Map: MITE 6330 "My mind map"
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MITE 6330 "My mind map"

Instruction

Definition of instruction

Instruction consists of a set of events external to the learner designed to support the internal process of learning(Gagne'1977, 1985) These events help the leaner progress from,"where they are"to the target objective. These events can be supplied by the teacher, text or any other media the learner interacts with. With self-instruction most of these events are provided by the learner themselves.    

Gagne's Nine Events of Instruction

Instructional Events 1. Gaining Attention 2. Informing learner of the objective 3. Stimulatin recall of prerequisite learning 4. Presenting the stimulus material 5. Providing learning guidance 6. Eliciting the performance 7. Providing feedback about performance correctness 8. Assessing the performance 9. Enhancing retention and transfer

1. Gain Attention

2. Inform Learner objectives

3. Stimulate recall of prior learning

4. Present stimulus material

5. Providing leaner guidance

6. Elicit performance

7. Provide feedback

8. Assess the performance

9. Enhancing retention and transfer

Group Instruction

A system approach model for designing instruction

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" rel="nofollow">Instructional Design

Instructional Designer

Examples of contexts in which an instructional designer works:, Education, Health, Finance, Government

Reading on Instructional Design

Learning technology products

Stages in learning technology project

Analysis

Design

Development

Implementation

Evalutaion

Summary

Introduction to Instructional Systems

All1. All design model focus attention on three, “ anchor points” of instruction The more comprehensive models have 14 stages in the design of instruction of an educational system  

Performance Objectives

Materials

Lesson Planning, 1. Classifying the lesson objectives by learning type, 2. Listing the needed instructional events, 3. Choosing a medium/materials of instruction capable of providing those events, 4. Incorporating appropriate conditions of learning into the prescriptions indicating how each event will be accomplished by the lesson

Evaluating Instruments

Stages in designing comprehensive Instructional Systems

System Level, Analysis of needs, goals and priorities, Analysis of resources, constraints and alternate delivery systems, Determination of scope and sequence of curriculum, courses

Lesson Level, Definition of performance objectives, preparing lesson plans or modules, Developing, selecting materials, media, Assessing student performance

System Level, Teacher preparation, Formative Evaluation, Field testing, revision, Summative evaluation, Installation and diffusion

Course Level, Determining course structure and sequence, analysis of course objectives

Defining Goals

Defining goals are very important and they need to be specific. Many goals are needed to move the learner a step closer to the distant goal. Each performance of objective of a course defines unique performance that is expected as an outcome of the instruction.

Performance Objectives

The identification and definition of performance objectives is one of the most important steps in the design of instruction. These are vital as they act as guidelines for developing the instruction and for designing measures of student performance to determine whether the course objectives have been met.

Five-component guide to writing performance objectives, Situation, Learned capability, Object, Action, Tools and constraints

Action Verbs

Types of learning

The process of learning

Levels of complexity in intellectual skills

Media selection

The selsction of media depends on a number of factors  

nature of the learning situation

the environment for learning

the conditions for instructional development

the culture in which the instruction will given

accessibility

cost

feasibility of use

Assessing student performance

In order to assess student performance on the planned objectives of a course, objective-referenced tests or norm-reference tests can be used.

objective-referneced tests

Objective-referenced tests employing a criterion –referenced interpretation serves the following purposes: 1. They show whether each student has mastered an objective and, hence, may go on to student for another objective. 2. 1. They permit early detection and diagnosis of failure to learn, thus helping to identify the remedial student needed. 3. 2. They provide data for making improvements in the instruction itself. 4. 3. They are fair evaluations in that they measure performance on the objective that was given to the student as an indication of what he was supposed to learn.

norm-referenced tests

Norm-referenced testing do not measure separate, specific objectives of the course, but rather they measure mixtures or composite sets of objectives, whether these are identified or not.

Group Project work

Writing a project proposal

● General Introduction ● Statement of what the client wants form a learning technology ● Statement of what the user needs ● Description of the general treatment and reasons for choice ● Variations on the treatment that are possible ● Outline diagram of the proposed structure ● Description of the human resources needed ● Work breakdown and schedule ● Cost/payment structure ● Company statement of the limitations of the proposal

writing a client-scoping questionnaire

writing objectives

flow chart

evaluating the flow charts

storyboards

evaluating the story boards

developing a prototype

analysing and evaluating the prototype

combining all parts together

Evaluating Instruction

The evaluation of programs, courses need to contain the following questions 1. 1.Have the objectives of instruction been met? 2. 2. Is the new program better than one it is expected to supplant? 3. 3. What addition effects does the new program produce?

Formative Evaluation

formative evaluation is undertaken while the unit is being developed. Its purpose is to provide evidence on feasibility and effectiveness so that revision and improvements can be made. It seeks evidence from observers, teachers and students.

Summative Evaluation

Summative Evaluation is concerned with the effectiveness that has been developed. The main evidence is sought by student performance. These summative evaluations are undertaken to compare an entire instructional program with another. The outcomes of the program are influence by the following variables: 1. Aptitude variables: reflecting the students ability for learning 2. Process variables: Arising from the manner of operation of instruction in the class or school. 3. Support variables: conditions in the home, school, workplace and community that affect the opportunities for learning.

Interaction in online learning

twitter

facebook

blogs

forums

References

Handheld devices for learning

Latest news on Learning Technology Projects

DoodleBuzz is a new way to read the news through an experimental interface that allows you to create typographic maps of current news stories. Remember you need to doodle to see the results