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instructional design models comparison
foundations of instructional design idc1
instructional design models essay
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Introduction
According to Mayer (2009) ID Instruction decides how instructions works to help students learn content skills. Mayer stated there are four elements that are included in learning, which are (1) dual theory_ This theory suggests that verbal and visual stimuli are processed separately, however they work together with memory. (2) limited working memory is able to hold a limited number of “chunks” of information at one time that requires us to make choices about using the resources. (3) active processing multimedia learning information includes association between the word-based and image-based representations.” (4) information transfer_effective learning takes place, when students are able to retrieve new knowledge from long-term
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This is important because the design practices should do more than merely accommodate the constructivist views; they also support the creation of positive learning environments that focus upon the value of the underlying basic principles. In the traditional approach to instructional design, the developer analyzes the conditions which depend upon the instructional system, such as content. The learner, participates in the instructional environment by developing the preparation for the specific learning outcomes (p.2). The Procedural ID models guide the learner how to perform the task with a formulated simplified set of complex processes. The learner can use mind tools to demonstrate the application …show more content…
These authors support a student-centered approach that can be achieved by implementing a user friendly-centered design approach. Brown and Green discussed that a user-centered design approach will focus upon the students s needs and limitations throughout the learning process.
Instructional Design Standards The most promising advancement for IDT models are that basically everyone comply with education and training with online instruction, and that people learn at different rates and have different learning needs (Reigeluth, C. (2012). However, our schools and training programs basically teach a selective fixed amount of content in a set amount of time. Even though , slower learners are motivated to move forward before they have mastered the content skills, and they accumulate failures in their learning, they are encouraged to continue With learning skills that make the content more difficult for them to learn related content in the future (Reigeluth, C.
As a learning provider it is essential that I have the ability to meet the requirements of someone who is deemed as a learner. Many of us know that people are different and receive information in several different ways. It is also ideal to become aware of what motivates a learner to understand the information which is being delivered to them in the classroom. As learning providers we cannot make the assumption that everybody learns in the same way because if that were the case we would soon find that the learners will only have the ability to remember certain parts of the information that they most relate to. This would result in the learners being unsuccessful in the class room. For example the VARK method from Neil Flemings (1987) theory, this shows that learners can take information in, in different ways.
Reiser, R. A., & Dempsey, J. V. (2007). Trends and issues in instructional design. (2nd ed.). Upper Saddle River, NJ: Pearson Education, Inc.
In chapter four the focus switches away from assistive technology supporting students in one content area and focuses on the teaching profession and how assistive technology can assist teachers to employ a universal design for learning. The Universal Design for Learning (UDL) promote learning that best for the student and promoting students a variety of methods to express their knowledge.
We need theorists and researchers to generate and refine learning-focused instructional design theories. Such theories will help educators and trainers to meet needs that focus on learning and that foster development of initiative, teamwork, thinking skills, and diversity. Instructional-design theory must involve stakeholders in the design process.
The Universal Design for Learning (UDL) is a concept that is used at the point of teachers planning. This idea stems from the field of architecture and attempts to design products and environments so that they are usable by all people, in this case students, to the greatest extent possible without the need for adaption or specialised design. (Ashman & Elkins, 2008) The universal design for learning aims to promote access, participation and progress in regular education for all students and therefore has been suggested as a response that meets the needs of students.
Their hypothesis posits that there should be a correlation between a person’s preferred learning style and their corresponding level of learning. They premised their research on the assumption that “sound” evidence requires robust documentation from properly designed experiments, including appropriate control and treatment groups and a statistically significant difference between these groups. In other words, they set out to confirm whether certain instructional methods proved more effective for students with one specific “learning style” over another. Their research indicated that both children and adults express preferences about how information is presented to them and that people differ in the extent to which they have a preference for different ways of thinking and processing information. However, in their research there was no evidence for any correlation between one preferred learning style over another, thus failing the conditions for their hypothesis. Furthermore, in their review of literature they found very little in the way of experimental studies on the topic of learning styles despite the enormous amount of research supporting the concept. Therefore, their conclusion was that there is not adequate evidence justifying learning style preference. Consequently, as an educational practitioner, I must now contend with the question of how to most effectively design learning under the assumption that the learner can learn from any of the present modalities (auditory, visual,
The three models presented for instructional design offer a variety in depth of design. ADDIE appears to be the most simplistic and often employed model. The premise is based on five processes which makes it simple and easily understandable but less detailed than the other two models. The ADDIE approach is also more commonly employed by organizations or businesses (Clark, 2013). The model developed by Dick, Carey and Carey is more appropriate for educational insti...
As a candidate in the in the Instructional Technology program, I have engaged in a variety of field experiences that demonstrate my ability to synthesize and apply the content and professional knowledge, skills, and dispositions identified in the standards. For this reflection, I will reflect on my ability to facilitate the use of adaptive and assistive technologies to support the individual student learning needs of a 5th-grade student diagnosed with ADHD. In this field experience, I utilized digital tools to aid the student in fostering critical thinking and organizational skills by introducing the student to the digital apps Super Notes and myHomework and the interactive website, ReadWriteThink.
Wiggins, G., & Mctighe, J. (2005). Understanding by design. Alexandria, VA: Association for Supervision and Curriculum Development.
In this course I examined past and present theories of how students absorb, process, and retain information, while also being introduced to a variety of instructional strategies. These strategies include incorporating research based Kagan strategies, multiple intelligences, and differentiated instruction into the lesson planning.
It focuses on understanding the learner and their needs and not just on a problem to fix. When working on a new course the designer has a defined roadmap of where to start and how to go through the process until the end. This is useful for instructional designers because there are no questions about what to do next. Since technology is built into the design, this is a strong format for designing an online course. The learner will have opportunities to participate and use active learning throughout the class as well.
National Center on Universal Design for Learning. (2012b). Learner Variability and Universal Design for Learning [Online seminar presentation]. Retrieved from http://udlseries.udlcenter.org/presentations/learner_variability.html?plist=explore
Byrnes, J. P. (1996). Cognitive development and learning in instructional contexts. Boston: Allyn and Bacon.
Education serves as the foundation to a lifetime of learning. Since every child is unique, I believe that it is important for them to learn in an environment that is both secure and stimulating. By creating this type of atmosphere, the students will be able to realize their intelligence and use it constructively. As a future educator, it will be my goal to establish a classroom that is, 1) non-authoritarian, 2) student-centered, and 3) focused around student experience. These three elements are part of Progressivism, the educational philosophy I plan to incorporate in my classroom.
The next phase of the new program and course development process is to examine, research, and design the new proposed course as an online course. Online course delivery options must be explored. A variety of resources need to identified to successfully develop a new online course. These resources may include a variety of publications, possibly even the oversight of a faculty mentor. California State University, Chico provides a detailed site for the development of an online course. In developing the new course in public management as an online course the Chico State rubric was used as a guide that helped with the design of the online delivery system. I have found that use of rubrics in online design is supported by many institutions. The Chico State rubric for online teaching and learning served as the rubric that was used to develop the new online course in public management for Folsom Lake College.