I want to highlight once more some of the main things that stuck out to me as we went through the instructional design process this first time:
*Revise, revise, revise!
*Keep breaking things down.
*Trying things out is vital! How else are you going to catch all the revisions that need to be made.
*Different perspectives on your team is great!
*Outside eyes are good!
*Talk to several SMEs (Subject Matter Experts)
*You need to make sure that your instruction is complete. You can't just rely on an experienced instructor to fill in your gaps in instructional design.
*It's easy to make things difficult. The trick is to make things simple.
*It can be difficult when dealing with technology instruction to know where to cut off the entry behaviors (prerequisites) for the course.
*Once you've broken things down to the point of silliness, how do you stop? How do you know how down to basics to go - how much do you break it down? How much is too much?
*The analysis phase really helps to bring your whole design project into focus. It helps you make sure there are not important steps you are overlooking or needs of the learners you have missed.
Main focus of the semester:
Where do you want to go?
How are you going to get there?
How do you know when you're there?
Wednesday, December 12, 2007
Instructional Materials
November 14, 2007
Instructional Materials
Fonts
serif vs. sans serif
serif font creates a horizontal line - helps people read a lot of
information without skipping lines
sans serif - used more in projected text because there shouldn’t be
a lot of text to read anyway - the point is to get through it
correctly
Ledding - space your letters enough, but not too much
Caps Lock - don’t use all caps - it interrupts the flow of the eye accross the lines you are reading
Fancy Fonts - don’t always work on every machine
Consider colors and contrast - make it easy to read
Implementation of Materials
Four Main Elements:
1) Innovation - what is the nature of what you are trying to accomplish?
a) Relative Advantage - “What is in it for me?”
benefits vs. costs
incremental vs. preventive
incentives
mandates
status
b) Compatibility - “How does it fit?”
values and beliefs
c) Complexity
d)Trialability - “So can I test drive the jaguar?”
e) Observability - “How do other see me?”
2) Communications Channels - Peer to peer is effective
3) Time
4) *****Social System*****
Instructional Materials
Fonts
serif vs. sans serif
serif font creates a horizontal line - helps people read a lot of
information without skipping lines
sans serif - used more in projected text because there shouldn’t be
a lot of text to read anyway - the point is to get through it
correctly
Ledding - space your letters enough, but not too much
Caps Lock - don’t use all caps - it interrupts the flow of the eye accross the lines you are reading
Fancy Fonts - don’t always work on every machine
Consider colors and contrast - make it easy to read
Implementation of Materials
Four Main Elements:
1) Innovation - what is the nature of what you are trying to accomplish?
a) Relative Advantage - “What is in it for me?”
benefits vs. costs
incremental vs. preventive
incentives
mandates
status
b) Compatibility - “How does it fit?”
values and beliefs
c) Complexity
d)Trialability - “So can I test drive the jaguar?”
e) Observability - “How do other see me?”
2) Communications Channels - Peer to peer is effective
3) Time
4) *****Social System*****
Why Study Learning Theory?
November 7, 2007
Why study learning theory?
Learning theory is descriptive - philosophy about how learners learn
Going from learning theory to practice is difficult because practice is prescriptive, not descriptive
Learning learning theory can help an instructional designer choose (“cherry pick”) from the different theories as they design.
An eclectic pragmatist.
We are the arrows connecting the two!
Why study learning theory?
Learning theory is descriptive - philosophy about how learners learn
Going from learning theory to practice is difficult because practice is prescriptive, not descriptive
Learning learning theory can help an instructional designer choose (“cherry pick”) from the different theories as they design.
An eclectic pragmatist.
We are the arrows connecting the two!
Visuals
October 31, 2007
Happy Halloween!
Visuals
Using projection visuals:
Darken room near front
use variety
rehearse
avoid irrelevant visulas
Non-Projectied visuals: posters, trifolds, bullitin boards, etc.
portable
inexpensive
readily available
electricity not required
no equipment necessary
Creating Visuals:
Symmetry
formal, static, boring?
(see handout)
Illusion of Space
Focal Point
Color http://en.wikipedia.org/wiki/Color#Relation_to_spectral_colors
http://en.wikipedia.org/wiki/Color_theory#Complementary_colors
Monochorms (consisting of or displaying images in black and white or in varying
tones of only one color.)
Compliments (opposite on wheel)
Split Complimentary (two colors on either side of the complimentary color)
Triadic Colors (3 colors equidistance on wheel)
Analogous (next to each other on wheel)
Warm/Cool Color
Color Emotions
Dark/Light
Saturated/Unsaturated
Layout
Z Reading Pattern
Proportion
Golden Mean:
http://en.wikipedia.org/wiki/Golden_ratio
two quantities are in the golden ratio if the ratio between the sum of those quantities and the larger one is the same as the ratio between the larger one and the smaller. The golden ratio is approximately 1.6180339887.
Rule of thirds:
http://en.wikipedia.org/wiki/Rule_of_thirds
The rule of thirds is a compositional rule of thumb in photography and other visual arts such as painting. The rule states that an image can be divided into nine equal parts by two equally-spaced horizontal lines and two equally-spaced vertical lines. The four points formed by the intersections of these lines can be used to align features in the photograph. Proponents of this technique claim that aligning a photograph with these points creates more tension, energy and interest in the photo than simply centering the feature would.
Can I just say how much I loved this presentation?! It was great. Roger has a wonderful talent for presenting information. I think it's that it is clear he is so interested in what he is talking about. I also loved the content of the presentation. It is great for teachers and instructional designers in thinking about the materials they might prepare, but it also happens to be beneficial to me as a 6th grade science teacher who is about to teach a unit on light and color. I am definitely using Roger's power point with my class!
Happy Halloween!
Visuals
Using projection visuals:
Darken room near front
use variety
rehearse
avoid irrelevant visulas
Non-Projectied visuals: posters, trifolds, bullitin boards, etc.
portable
inexpensive
readily available
electricity not required
no equipment necessary
Creating Visuals:
Symmetry
formal, static, boring?
(see handout)
Illusion of Space
Focal Point
Color http://en.wikipedia.org/wiki/Color#Relation_to_spectral_colors
http://en.wikipedia.org/wiki/Color_theory#Complementary_colors
Monochorms (consisting of or displaying images in black and white or in varying
tones of only one color.)
Compliments (opposite on wheel)
Split Complimentary (two colors on either side of the complimentary color)
Triadic Colors (3 colors equidistance on wheel)
Analogous (next to each other on wheel)
Warm/Cool Color
Color Emotions
Dark/Light
Saturated/Unsaturated
Layout
Z Reading Pattern
Proportion
Golden Mean:
http://en.wikipedia.org/wiki/Golden_ratio
two quantities are in the golden ratio if the ratio between the sum of those quantities and the larger one is the same as the ratio between the larger one and the smaller. The golden ratio is approximately 1.6180339887.
Rule of thirds:
http://en.wikipedia.org/wiki/Rule_of_thirds
The rule of thirds is a compositional rule of thumb in photography and other visual arts such as painting. The rule states that an image can be divided into nine equal parts by two equally-spaced horizontal lines and two equally-spaced vertical lines. The four points formed by the intersections of these lines can be used to align features in the photograph. Proponents of this technique claim that aligning a photograph with these points creates more tension, energy and interest in the photo than simply centering the feature would.
Can I just say how much I loved this presentation?! It was great. Roger has a wonderful talent for presenting information. I think it's that it is clear he is so interested in what he is talking about. I also loved the content of the presentation. It is great for teachers and instructional designers in thinking about the materials they might prepare, but it also happens to be beneficial to me as a 6th grade science teacher who is about to teach a unit on light and color. I am definitely using Roger's power point with my class!
Assessment
October 17, 2007
Assessment
Alternative assessments:
preconceptions / misconceptions
pro / con list
what is the muddiest point?
one sentence summary
5 minute timed wirting
what is the principle?
concept map
directed paraphrasing
inventive dialog
student genreated test questions
classroom opion poll
chain notes
RSQC2 (recall, summarize, question, comment, connect)
what do you think would be the most common mistake students make
portfolios
Tools:
UEN rubric tool
zoho website to create surveys
monsonja skype account
Assessment
Alternative assessments:
preconceptions / misconceptions
pro / con list
what is the muddiest point?
one sentence summary
5 minute timed wirting
what is the principle?
concept map
directed paraphrasing
inventive dialog
student genreated test questions
classroom opion poll
chain notes
RSQC2 (recall, summarize, question, comment, connect)
what do you think would be the most common mistake students make
portfolios
Tools:
UEN rubric tool
zoho website to create surveys
monsonja skype account
Computers and Multimedia
October 17, 2007
Computers & Multimedia
Advantages in Classroom
Individualization, special needs, monitoring, information managements,
multisensory experience, learner participation
Limitations in Classroom
copyright, high expectations, complex, lack of structure
Websites
Starfall
BBC Schools
Superkids
PBS Kids
Jigzone
Kodak Education
ASSURE Model for using multimedia in the classroom:
Analyze learners
State standards and objectives
Select strategies, technology, and materials
Utilize technology
Require learner participation
Evaluate and revise
When to use computers:
Practice, independent learning, building a capacity to learn, learning for gifted
students, collaborative learning, students who have difficulty learning
Mediums that help facilitate learning for adult students:
websites, CDs, DVDs, MP3, iPods, movies
Tutorial Websites:
www.tutorialized.com
wikipedia tutorials - how to add pages to wikipedia
References:
“webster” www.m-w.com
acronymfinder.com
“tech terms” www.foldoc.org
“research it” www.itools.com
Computers & Multimedia
Advantages in Classroom
Individualization, special needs, monitoring, information managements,
multisensory experience, learner participation
Limitations in Classroom
copyright, high expectations, complex, lack of structure
Websites
Starfall
BBC Schools
Superkids
PBS Kids
Jigzone
Kodak Education
ASSURE Model for using multimedia in the classroom:
Analyze learners
State standards and objectives
Select strategies, technology, and materials
Utilize technology
Require learner participation
Evaluate and revise
When to use computers:
Practice, independent learning, building a capacity to learn, learning for gifted
students, collaborative learning, students who have difficulty learning
Mediums that help facilitate learning for adult students:
websites, CDs, DVDs, MP3, iPods, movies
Tutorial Websites:
www.tutorialized.com
wikipedia tutorials - how to add pages to wikipedia
References:
“webster” www.m-w.com
acronymfinder.com
“tech terms” www.foldoc.org
“research it” www.itools.com
Instructional Objectives
October 3, 2007
Instructional Objectives
The bread and butter of instructional design
-goals vs. objectives
Goals - One main statement that is the overall goal - fuzzy - broad
the learners will be able to...
Objectives - describe in more detail than the goal - is based on the goal
1) the skill to be learned
2) the conditions
3) the criteria used to evaluate
-mastery
use the objectives to master the skills behind it
“mastery” depends upon the context - what the learner is required to do / the level
that is acceptable is up to the content, situation, instructional designer
mastery level is set in the objectives when you decide how to evaluate and what will
be learned
-observable or ???????
the easiest objectives to write are the ones that are easiest to observe
the hard ones are the subjective, less observable ones
we have to make inferences based on what we can observe
we have to decide if there is something we can observe that could allow us to infer
that learning took place
performance assessments may be more telling than paper/pencil
Learning Goal
Terminal Objective
Enabling Objective
Writing Good Learning Objectives:
ABCD
Audience
Behavior
Conditions - add enough description to make it clear what is expected
Degree - ex. speed, accuracy, quality
can use words, pictures, diagrams to help others know what you intend for learners
intended outcomes, NOT the process
specific & measurable
use concrete verbs
doing words vs. being words
when the performance stated in a n objective is covert, add an indicator
Instructional Objectives
The bread and butter of instructional design
-goals vs. objectives
Goals - One main statement that is the overall goal - fuzzy - broad
the learners will be able to...
Objectives - describe in more detail than the goal - is based on the goal
1) the skill to be learned
2) the conditions
3) the criteria used to evaluate
-mastery
use the objectives to master the skills behind it
“mastery” depends upon the context - what the learner is required to do / the level
that is acceptable is up to the content, situation, instructional designer
mastery level is set in the objectives when you decide how to evaluate and what will
be learned
-observable or ???????
the easiest objectives to write are the ones that are easiest to observe
the hard ones are the subjective, less observable ones
we have to make inferences based on what we can observe
we have to decide if there is something we can observe that could allow us to infer
that learning took place
performance assessments may be more telling than paper/pencil
Learning Goal
Terminal Objective
Enabling Objective
Writing Good Learning Objectives:
ABCD
Audience
Behavior
Conditions - add enough description to make it clear what is expected
Degree - ex. speed, accuracy, quality
can use words, pictures, diagrams to help others know what you intend for learners
intended outcomes, NOT the process
specific & measurable
use concrete verbs
doing words vs. being words
when the performance stated in a n objective is covert, add an indicator
Subscribe to:
Posts (Atom)
