MEAS Course on E-learning: 2 Designing online instruction based on student needs
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Transcript of MEAS Course on E-learning: 2 Designing online instruction based on student needs
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Designing Instruction Based on Student Needs
Karen Vignare Michigan State University
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Agenda
• Objectives• Introduction• Definitions• Discussion• Summary• References
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Objectives
• Understand the purpose of Instructional Design• Recognize different design processes• Apply Instructional Design to your Learners• Use technology or templates to help with
Instructional Design
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Instructional Design
• Instructional design is defined as the systematic process of trying to make instruction more effective, efficient and appealing
• Any instructor can practice it but there are experts and it is a growing field of employment
• It requires focusing more on the learner’s needs to determine how to effectively instruct
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Instructional Design Methods
• ADDIE• Analysis• Design• Development• Implement• Evaluate
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Instructional Design Process
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Modified Needs AnalysisThe Secret of Instructional Design is …
… Consistency among all parts of the instruction.(Adapted from Powerful Principles of Instructions, Yelon, Stephen S. Longman Publishers, 1996.)
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Modified Needs Analysis
• Identify problem• What do we know about the community• Where are the gaps
• Discussion of content• SMEs• Feedback from targeted audience• What content currently exists
• Peer review/beta testing• Technical feedback• Subject area feedback• Standards checklist
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Instructional Design and Learning Theories
• Learning theories study how people learn • Behaviorism—structured behavior resembles linear
learning• Constructivism –learning is created from previous
knowledge and new instructional processes• Cognitive Science provides more information about
appropriate scaffolding for learners• Social Learning (Constructivism)—Learning is social activity
and team based approaches are best
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Tying Learning and Design Together
• Most instructional design is based on a learning theory
• Online design is often driven by technology but often by pedagogy
• Recognizing the learning environment is complex and interrelated is often difficult
• Theories like Community of Inquiry try to pull these elements together
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Client Designs• FCIB International Credit & Risk
Management • Instructor-led online courses• Peer-to-peer interaction• Cohort based
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Client Designs
• Citizen Planner• Online self-paced courses• Master Citizen Planner Credentialing Exam
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Client Designs
• My Horse University• Self-paced courses• DVDs• Webcasts• Monthly newsletter• Sponsorships/
Partnerships
MHU Introduction
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Customizations
• The RIGHT Experience• Technology• Interactivity• Learning strategy/process/consistency• Organizing around a need• Making content reusable
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YOUR Turn
• Design a lesson/module/week of instruction• Define your students—examples, include full-time,
live on or near campus, have no previous knowledge• What are the objectives of the instruction?• What resources will you have?• What will you need to assess?• What should students be able to do as a result of the
instruction
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Discussion
• How is using instructional design different than normal preparation for courses?
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Summary
• Introduced Instructional Design• Shared several types of Design methods• Applied instructional design to a course• Used technology or templates to help with
Instructional Design
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References
• Bransford, John. How People Learn: Bridging Research and Practice
• Gagné, Robert, Nine Events of Instruction• Vygotsky, Lev, Social constructivism• http://www.instructionaldesign.org/
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Terms of Use
© Karen Vignare, Michigan State University, MEAS project.
This work is licensed under a Creative Commons Attribution 3.0 Unported License.
Users are free:• to Share — to copy, distribute and transmit the work• to Remix — to adapt the work
Under the following conditions:• Attribution — Users must attribute the work to the
author(s)/institution (but not in any way that suggests that the authors/ institution endorse the user or the user’s use of the work).
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Disclaimer
This presentation was made possible by the
generous support of the American people
through the United States Agency for
International Development, USAID. The
contents are the responsibility of the
author(s) and do not necessarily reflect the
views of USAID or the United States
Government.