1. Instructional Design
1.1. Based on Design Theory (Nov 16.2020)
1.1.1. Instructional Analysis DT
1.1.2. Instructional Planning DT
1.1.3. Instructional Building DT
1.1.4. Instructional Implementation DT
1.1.5. Instructional Evaluation DT
1.2. Guided by Learning Theories ( Sep 15 2020)
1.2.1. Behaviorism
1.2.1.1. for e.g. Radical Behaviorism
1.2.1.1.1. Learner is passive: Learns via external processes i.e positive reinforcement
1.2.2. Cognitivism
1.2.2.1. Learning goes beyond external: is an internal process - long & long term memory
1.2.2.1.1. for eg. Information processing, Meaning Learning & Schema Theory
1.2.3. Constructivism
1.2.3.1. for e.g. Situated Cognition
1.2.3.1.1. Learner builds on personal experience
1.3. Characteristics (Nov 10 2020)
1.3.1. Focused on Learning Outcomes (Nov 10 2020)
1.3.1.1. Bloom's Taxonomy, 1956
1.3.1.1.1. know
1.3.1.1.2. compare
1.3.1.1.3. application
1.3.1.1.4. analysis
1.3.1.1.5. evaluation
1.3.1.2. Reigeluth & Carr Chellman's Revised Taxonomy (2009)
1.3.1.2.1. Remember
1.3.1.2.2. Understand
1.3.1.2.3. Apply
1.3.1.2.4. Analyse
1.3.1.2.5. Evaluate
1.3.2. design focusses on real world performance
1.3.3. design is empirical
1.3.4. design is leaner centred
1.3.5. focuses on outcomes
1.3.6. Solves problems
1.4. based on Instructional Theories & Models
1.4.1. ADDIE Model
1.4.1.1. Analyse
1.4.1.2. Design
1.4.1.3. Develop
1.4.1.4. Implement
1.4.1.5. Evaluate
1.4.2. Dick and Carrey Model 2009
1.4.3. The Keller's ARCS Model of Motivation 1979
1.4.4. Gagne's Nine events of instructional model
1.4.5. Merrill's First Principle of Instruction
1.4.5.1. Universal method of instruction
1.4.5.1.1. Task-Centered Principle - instruction should use a progression of increasingly complex whole tasks.
1.4.5.1.2. Demonstration Principle - instruction should guide learners through a skill and engage peer discussion/demonstration.
1.4.5.1.3. Application Principle - instruction should provide intrinsic or corrective feedback and engage peer-collaboration.
1.4.5.1.4. Activation Principle - instruction should build upon prior knowledge and encourage learners to acquire a structure for organizing new knowledge.
1.4.5.1.5. Integration Principle - instruction should engage learners in peer-critiques and synthesizing newly acquired knowledge.
1.4.5.2. Situational methods
1.4.6. Kempt Instructional design model
1.4.7. The Keller's ARCS Model of Motivation 1979
1.4.8. Four task of Instruction
1.4.8.1. Knowledge selection
1.4.8.2. Knowledge sequence
1.4.8.3. Interaction Management
1.4.8.4. Setting of interaction environment
2. Instructional Technology
2.1. facilitates
2.1.1. Teaching
2.1.1.1. Instructional Strategies & Activities
2.1.1.1.1. Direct Instruction
2.1.1.1.2. Indirect Instruction
2.1.1.1.3. Experiential Learning
2.1.1.1.4. Independent study
2.1.1.1.5. Interactive Learning
2.1.1.1.6. Post-industrial Paradigm of Instruction (Nov 28 2020):
2.1.2. Learning
2.1.2.1. Distance Learning
2.1.2.1.1. Asynchronous Learning
2.1.2.1.2. Sychonous Learning
2.1.2.2. Blended learning
2.2. uses 21st Century Skills (Oct 15 2020)
2.2.1. Critical Thinking
2.2.2. Communication
2.2.2.1. Email
2.2.2.2. Social Web
2.2.2.3. Audio Video calls
2.2.2.4. Texting
2.2.3. Media literacy
2.2.4. creativity
2.2.5. Collaboration
2.3. enables educators to accommodate
2.3.1. Visual learning
2.3.2. Auditory Learning
2.3.3. Kinesthetic Learning
2.4. Learning communities (Nov 26 2020)
2.4.1. Product focused
2.4.2. Deeper Material Integration
2.4.3. Greater Interaction
2.4.4. Active Involvement
2.5. Main roles (Reigeluth & Carr-Chellman 2009)
2.5.1. Record Keeping for student learning
2.5.2. Planning for student learning
2.5.3. Instruction for student learning
2.5.4. Assessment for (and of) student learning