The secret will be unveiled…

Will you be able to handle the truth?

Ten Guiding Ten Guiding Principles of Principles of Instructional Instructional

Technology and Technology and Distance EducationDistance Education

Why Ten?• Ten attributes of [Their] Divine Glory and greatness;

• Ten fingers of [Their] mighty hands; • Ten visions in which [They] are seen; • Ten forms, in which [They] have

formed everything; • Ten sanctuaries, in which [They] are

exalted; • Ten degrees of prophecy, in which

[They] manifest Themselves; ;• Ten steps, on which [They] descend;• And Ten on which one ascends to

[Them]; • Ten lights, which illuminate all

intelligences; • Ten kinds of Glory, which rejoice all

rational souls and intellects; • Ten Words, by which the world was

created• Ten commandments; • Ten numbers; • Ten dimensions; and weights; and• Ten principles of ITDE

The outstretched arms and legs of a man form a square and a circle: the square symbolizes the solid physical world and the circle, the spiritual and eternal. Man bridges the gap between these two worlds.

Leonardo Da Vinci,

The Quantum Leap• For every instructional

design, this transformation means letting go of anger, improvisation, and other reactive behaviors in favor of patience, empathy, and Planning. It does not mean giving up all of your experience and going to live on a mountaintop. On the contrary, it means desiring more of the fulfillment that teaching was meant to be.

• Although there are many scholarly studies of ITDE, we understand this wisdom not only as an academic discipline but as a way of creating productive and fulfilling class plans. The practical tools and research findings are accessible to everyone for professional change and transformation. This is the foundation of everything we do in ITDE

This module will motivate you to question everything and to never be forced to make reactive decisions. We empower you to take responsibility for your own class plans. ‘It’s about the teachings,

not the teachers.’

But first we have to certify that you are the chosen…

• Are technology and humanism opposites ends on a single scale within a philosophical perspective on learning?

Question Num 1:

true

false

Just think …

• Contrary to what some educators believe,technology and humanism can exist together in an array of ways, as an example:– We could have a course of a required series of computer based

lessons, each composed of performance objectives, materials, and self evaluation. But also, where the students select the topic based on their interests and consultation with their instructor. Within this instructional system there are periodic interactions between students and instructor, discussing the present state of learning and what should be studied next.

HIGH IN TECHNOLOGY AND HIGH IN HUMANISM

We still have to be sure that you are the chosen…

• Do media aid critical thinking, problem solving, “learning to learn”, or in general influence learning?

Question Num 2:

Yes

No

Media will never influence learning

• Evidence does not yet support the claim that media or media attributes influence learning (Winn, 1990).

• Kozma hopes that future media research will be more positive.

• Media research is a triumph of enthusiasm over substantive examination of structural processes in learning and instruction.

• Media and their attributes have important influences on the cost or speed of learning but only the use of adequate instructional methods will influence learning.

• Clark claims that absolutely any necessary teaching method can be delivered to students by many media or a variety of mixtures of media attributes - with similar learning results

Press on the picture if you want to watch Clark’s comments

Now we can start revealing the 10 principles of ITDE

Be creative

Be the eternal student :

•Always open to new knowledge and design and apply new strategies

•Integrate Learning with experience

Eclectic approach to learning Successful instructional practices include features that are supported by virtually all the various perspectives:

• Active Participation• Practice• Individual differences• Feedback• Realistic contexts• Social interaction

Sufficient support : • Explain the participant in advance the required

technologies and available support service.

• Be predictable and consistent• Post early an assignments and class calendar• Post rubrics and guides on how to complete

assignments• Advise your students to set aside specific periods of

time during the week to work on the course• When it is noted that a student is slipping behind or is

not participating at an acceptable level, contact that student privately.

• Advise, be there …you are the face of the school.

computer

Merging of media formats :

Motion media

Text(books and handouts

Visuals (photos and slides

objects real objects and models

audio

Visual reality

Audio CDs

Word processed documents

Digital photos

Virtual reality

Soon it will be difficult to distinguish among the various types of media

Digital video Interactive

Desktop publishingDigital

audio

CD-RomVirtual Reality

ASSURE

Identify the Audience.

General Characteristics: Such as age and demographic information.Entry CharacteristicsLearning Styles

S: State Objectives to identify what the learner will accomplish and define goals that can be used for learner assessment.Objective Type: Classification for each objective, such as main, subordinate, cognitive, affective, motor skills, interpersonal, etc.Objective Description: Description of the objective itself.

S: Select Methods, Media and MaterialsDescribe the methods to be used in the lesson plan, along with the listings of media and materials necessary to enable learners to meet the stated objectives for the lesson.

U: Utilize Media and MaterialsCreate and view the plan for using the selected media and materials to implement the methods of your lesson plan.

Environment Preparation: Outline necessary actions to prepare the environment, including the classroom, facilities, resources, and any equipment that will be used.

Audience Preparation: Describe the plan for preparing the learners to complete the lesson, including any preparation, skills, or groupings that are necessary to use the materials and media included in the lesson

R: Require Learner ParticipationOutline activities that allow learners to practice their knowledge and skills and

receive feedback on their progress.Plan activities that :

1. Generate questions to help learners focus and understand the objectives.

2. Require learners to practice skills that build toward the objective, 3. Provide reinforcement for learners to build upon skills and goals defined

by the lesson objectives.

E: Evaluate and ReviseAfter assessing individual students, characterize the results for this lesson. Evaluate the effectiveness and impact of the lesson plan in helping learners meet the objectives.

Communicate High Expectations :

Maintaining an equivalency of learning expectations across Web-based and conventional sections should be aguiding principle in the design and implementation of distance educators. (Simonson, Schlosser,& Hanson, 1999)

Assess achievement by the learners

…and celebrate it!!

As Simonson et al (2005) expressed this principle “We have to figure out what learners should get out of instruction, determine how you’ll know whether or not they were succesful, and then decide what they should do to reach that point. In this manner, ‘teaching to the test’ becomes a desirable basis of instruction because the ‘test’ (in whatever for it takes) is a measure of what is considered important”. (p 264)

Honor Copyright Laws :

As stated by Smaldino et al (2005) on October 28,1998, President Clinton signed the Digital Millenium Copyright Act, a bill providing new guidelines for dealing with online cpopyrighted materials:

•Existing guidelines for printed material apply to the Interner.

•One cannot link your website to something within someone else’s site without permission.

•You may not legally upload or download copyrighted works without the copyright holder’s permission. Exceptions are those that fall within fair use- just as any published materials. (p 11)

Test everything in advance :

Smaldino et al. ( 2005) stated that the most fundamental elements of effective technology use are simply getting the equipment properly set up [ahead of time], keeping it running, and being ready to cope with snags, which always seem to occur at the most inopportune times. (p 333)

SIX educational technology standards :

•Technology Operations and Concepts

•Planning and Designing Learning Environments and

Experiences

•Teaching, Learning and the Curriculum

•Assessment and Evaluation

•Productivity and Professional Practice

•Social, Ethical, Legal and Human Issues

References:Clark, R. Estes, F. (2001). New Directions. In R. Clark, C. Schlosser &

M. Simonson (Eds.), Learning from Media., (pp 227-240). Nova

Southern University. IAP. Grenwich: Connecticut Kaballah Centre (2006). Frequently asked questions. Retrieved June

30, 2006 from http://www.kabbalah.com/kabbalah/03.phpSimonson, M., Smaldino, S., Albright, M, Zvacek, S. (2006). Teaching

and Learning at a Distance. Pearson, Merril:Prentice Hall. Third Edition

Smaldino, S.E., Russell, J.D., Heinrich, R. & Molenda, M. (2005). Instructional Technology and Media for Learning (8th ed). Upper Saddle River: Pearson Education.

Smaldino, Heinich, Molenda, Russell (1999). The ASSURE Model. Instructional Media and Technologies for Learning. Retrieved June 26, 2006 from http://www.unca.edu/education/edtech/techcourse/

assure.htm