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Notes: An Instruction to ID Part 5 (Read, Observe, Document)
Activity Video 1: Instructional Strategy
- Instructional Strategy - ADDIE
- Analysis of the ADDIE Model - "What to Teach?"
- Design of the ADDIE Model - "How to Teach?"
The Delivery System:
- Traditional Classroom, Online Class, Self-paced class?
- Will the Delivery system be able to be changed later?
- Lesson level? Course level? Curriculum level?
- Use examples such as Traditional Models, Group Lectures, Computer-Based, E-Learning, Combinations of all of the above.
- Sequencing and Grouping Content
Started process during the Instructional Analysis stage.
Choose student groupings for the components and choose the type of media.
- Take your diagram and work from the bottom up to determine how to teach each step.
- This will allow you to see skills that have the same sub-skills, when computer equipment is needed, and when boredom may occur.
- Motivation is extremely important and we don't want to bore our learner.
During the clustering, consider:
Gagne's Nine Events of Instruction
- Dick and Carey suggest taking Gagne's steps and instruct your instructional strategy through five steps in order to best align your instruction with Gagne's advice.
Sequencing and Grouping Content
Describing the Learning Components
Selecting Media and Delivery Systems
Instructional Strategy should Include:
Activity Video 2: Assessment Instruments
- You've written your performance objectives. Now you'll want to create an assessment instrument for each of those objectives.
- Teachers need to provide evidence of learning.
- Assessment Items measure progress and quality.
- Assessment Items help learners reflect and take responsibility for their learning.
- Objective tests are best for measuring verbal and intellectual skills objectives.
- Objective = Criteria from performance objective
Common Types of Objective Tests
Entry Skills Test - Measuring Mastery of Prerequisite Skills. No instruction provided.
Pre-Tests - Provide a baseline for where the learners are at with new skills. When coupled with Post-tests, Pre-tests are good for establishing progress.
Practice Tests - Provide for active participation, help to achieve mastery of some skills, and also provide periodic feedback.
Post Tests - Measure whether or not the objectives have been met.
- Ensure that the Test Item Criteria matches the Performance Objective.
Type of Tests
There are many ways to develop assessments. Assessments measure success.
Activity Video 3: Motivation
What Motivates Me?
Into the Design Phase, Start Developing and selecting your instructional materials.
- Instructor is the Motivator, Presenter, Leader and the Evaluator of the instruction.
- As an Instructional Designer, you'll develop materials, strategies and courses for the Instructor to be successful.
3. Think of Designing without Instructor.
- Learner Motivation: "Having some good reason to do something or wanting to do it."
4. Attend to Learner Motivation! Instruction which doesn't attend to the learner motivation doesn't work.
- Keller's ARCS Model: Produce instruction that is interesting, meaningful and appropriately challenging.
A1 Perceptual arousal
A2 Inquiry arousal
R1 Goal Orientation
R2 Motive Matching
C1 Learning Requirements
C2 Success Opportunities
C3 Personal Control
S1 Intrinsic Reinforcement
S2 Extrinsic Rewards
Extrinsic - An Extrinsic approach would be reinforcement, emphasizes reward and punishment.
Intrinsic - An Intrinsic approach that are based in cognitive centered theory, look more at conditions within the learner that will have more of an affect on motivation.
Working in the Intrinsic approach focuses on 6 main areas:
5. ARCS Model - Attention, Relevance, Confidence, Satisfaction
6. Use a "Cognitive-Centered" approach to motivation.
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