copyright © 2003 by pearson education, inc. all rights reserved. instructional design and distance...
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Copyright © 2003 by Pearson Education, Inc. All rights reserved.
Instructional Design and Distance Education
Instructional Design and Distance Education
Copyright © 2003 by Pearson Education, Inc. All rights reserved.
One-TimeOnly EventsOne-Time
Only EventsMultiple Session
EventsMultiple Session
Events
Distance EducationDistance Education
Copyright © 2003 by Pearson Education, Inc. All rights reserved.
A Basic ID Model for Distance Education
A Basic ID Model for Distance Education
• Conduct assessment of needs• Conduct assessment of needs
Copyright © 2003 by Pearson Education, Inc. All rights reserved.
A Basic ID Model for Distance Education
A Basic ID Model for Distance Education
• Conduct assessment of needs• Formulate broad goals and
observable subgoals (objectives)
• Conduct assessment of needs• Formulate broad goals and
observable subgoals (objectives)
Copyright © 2003 by Pearson Education, Inc. All rights reserved.
• Goal: Improve farm management through use of Internet resources
• Objective #1: Locate and use online USDA databases
• Objective #2: Determine the status of current ag-related legislation in Congress
• Goal: Improve farm management through use of Internet resources
• Objective #1: Locate and use online USDA databases
• Objective #2: Determine the status of current ag-related legislation in Congress
Copyright © 2003 by Pearson Education, Inc. All rights reserved.
A Basic ID Model for Distance Education
A Basic ID Model for Distance Education
• Conduct assessment of needs• Formulate broad goals and observable
subgoals (objectives)• Develop clear understanding of target
student/audience group
• Conduct assessment of needs• Formulate broad goals and observable
subgoals (objectives)• Develop clear understanding of target
student/audience group
Copyright © 2003 by Pearson Education, Inc. All rights reserved.
Student CharacteristicsStudent Characteristics
• Time availability• Access to delivery systems• Knowledge of topic/prerequisites• General experience level• Competing demands on time
• Time availability• Access to delivery systems• Knowledge of topic/prerequisites• General experience level• Competing demands on time
Copyright © 2003 by Pearson Education, Inc. All rights reserved.
A Basic ID Model for Distance Education
A Basic ID Model for Distance Education
• Conduct assessment of needs• Formulate broad goals and observable
subgoals (objectives)• Develop clear understanding of target
student/audience group• Identify required subject matter
• Conduct assessment of needs• Formulate broad goals and observable
subgoals (objectives)• Develop clear understanding of target
student/audience group• Identify required subject matter
Copyright © 2003 by Pearson Education, Inc. All rights reserved.
A Basic ID Model for Distance Ed (cont.)
A Basic ID Model for Distance Ed (cont.)
• Consider alternative delivery technologies and select the most appropriate
• Consider alternative delivery technologies and select the most appropriate
Copyright © 2003 by Pearson Education, Inc. All rights reserved.
A Basic ID Model for Distance Ed (cont.)
A Basic ID Model for Distance Ed (cont.)
• Consider alternative delivery technologies and select the most appropriate
• Make arrangements for required student support elements
• Consider alternative delivery technologies and select the most appropriate
• Make arrangements for required student support elements
Copyright © 2003 by Pearson Education, Inc. All rights reserved.
Student Support NeedsStudent Support Needs
• Registration/records• Bookstore services• Library services• Computing services• Interaction with you• Advising• Counseling/assistance
• Registration/records• Bookstore services• Library services• Computing services• Interaction with you• Advising• Counseling/assistance
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Counseling/AssistanceCounseling/Assistance
• Improving study skills• Managing home/work/course• Need for tutoring• Overcoming concerns of isolation
• Improving study skills• Managing home/work/course• Need for tutoring• Overcoming concerns of isolation
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Personal Contact With Distant Learners Is
Imperative
Personal Contact With Distant Learners Is
Imperative
Copyright © 2003 by Pearson Education, Inc. All rights reserved.
A Basic ID Model for Distance Ed (cont.)
A Basic ID Model for Distance Ed (cont.)
• Consider alternative delivery technologies and select the most appropriate
• Make arrangements for required student support elements
• Develop student assessment measures
• Consider alternative delivery technologies and select the most appropriate
• Make arrangements for required student support elements
• Develop student assessment measures
Copyright © 2003 by Pearson Education, Inc. All rights reserved.
Evaluating Remote Site Students
Evaluating Remote Site Students
• On-site exams• Take-home exams• Homework assignments• Term papers and group projects• Class presentations• Class participation• Testing by Internet
• On-site exams• Take-home exams• Homework assignments• Term papers and group projects• Class presentations• Class participation• Testing by Internet
Copyright © 2003 by Pearson Education, Inc. All rights reserved.
A Basic ID Model for Distance Ed (cont.)
A Basic ID Model for Distance Ed (cont.)
• Determine instructional methods and develop lesson plans
• Determine instructional methods and develop lesson plans
Copyright © 2003 by Pearson Education, Inc. All rights reserved.
Moving Toward aLearner-Centered Paradigm
Oblinger (1994)
Moving Toward aLearner-Centered Paradigm
Oblinger (1994)
Current
LecturingTaking attendanceCredit hoursCompetingMultiple choiceLibrary collectionsPassive learning
Current
LecturingTaking attendanceCredit hoursCompetingMultiple choiceLibrary collectionsPassive learning
Transformed
CoachingLogging onPerformance standardsCollaboratingPortfolio assessmentNetwork connectionsActive learning
Transformed
CoachingLogging onPerformance standardsCollaboratingPortfolio assessmentNetwork connectionsActive learning
Copyright © 2003 by Pearson Education, Inc. All rights reserved.
Moving Toward aLearner-Centered Paradigm
Oblinger (1994)
Moving Toward aLearner-Centered Paradigm
Oblinger (1994)
Current
LecturingTaking attendanceCredit hoursCompetingMultiple choiceLibrary collectionsPassive learningTextbooks
Current
LecturingTaking attendanceCredit hoursCompetingMultiple choiceLibrary collectionsPassive learningTextbooks
Transformed
CoachingLogging onPerformance standardsCollaboratingPortfolio assessmentNetwork connectionsActive learningCustomized materials
Transformed
CoachingLogging onPerformance standardsCollaboratingPortfolio assessmentNetwork connectionsActive learningCustomized materials
Copyright © 2003 by Pearson Education, Inc. All rights reserved.
Teaching StrategiesTeaching Strategies
• Maximize student involvement in learning process
• Be liberal in use of examples, illustrations, visualization
• Provide students opportunities to apply course material
• Teach in “chunks”• Use media to perform specific missions
• Maximize student involvement in learning process
• Be liberal in use of examples, illustrations, visualization
• Provide students opportunities to apply course material
• Teach in “chunks”• Use media to perform specific missions
Copyright © 2003 by Pearson Education, Inc. All rights reserved.
A Basic ID Model for Distance Ed (cont.)
A Basic ID Model for Distance Ed (cont.)
• Determine instructional methods and develop lesson plans
• Obtain or develop required visual support materials
• Determine instructional methods and develop lesson plans
• Obtain or develop required visual support materials
Copyright © 2003 by Pearson Education, Inc. All rights reserved.
A Basic ID Model for Distance Ed (cont.)
A Basic ID Model for Distance Ed (cont.)
• Determine instructional methods and develop lesson plans
• Obtain or develop required visual support materials
• Conduct formative evaluation and revise as necessary
• Determine instructional methods and develop lesson plans
• Obtain or develop required visual support materials
• Conduct formative evaluation and revise as necessary
Copyright © 2003 by Pearson Education, Inc. All rights reserved.
Q’s for In-Course EvaluationQ’s for In-Course Evaluation
• How am I doing?• Are you learning what you hoped you
would learn in this course?• What course content has given you
trouble, and what can I do to make it more clear?
• Have you had trouble completing the course assignments?
• How am I doing?• Are you learning what you hoped you
would learn in this course?• What course content has given you
trouble, and what can I do to make it more clear?
• Have you had trouble completing the course assignments?
Copyright © 2003 by Pearson Education, Inc. All rights reserved.
Q’s for In-Course Evaluation (cont.)
Q’s for In-Course Evaluation (cont.)
• Have you had problems contacting me?• Have you encountered trouble with [the
course delivery system]?• Have you had problems with support
services?• How can I make this course more
effective for you?
• Have you had problems contacting me?• Have you encountered trouble with [the
course delivery system]?• Have you had problems with support
services?• How can I make this course more
effective for you?
Copyright © 2003 by Pearson Education, Inc. All rights reserved.
A Basic ID Model for Distance Ed (cont.)
A Basic ID Model for Distance Ed (cont.)
• Determine instructional methods and develop lesson plans
• Obtain or develop required visual support materials
• Conduct formative evaluation and revise as necessary
• Conduct summative evaluation
• Determine instructional methods and develop lesson plans
• Obtain or develop required visual support materials
• Conduct formative evaluation and revise as necessary
• Conduct summative evaluation