instructional design for distance education

Sanjaya Mishra, PhD

Instructional Design for Distance Education

Developing Self Learning Materials

Sanjaya Mishra, PhD

What is Instructional Design?

• It’s a Process to optimize learning in a given context

• The end product is a Blueprint• It is the Science of creating detailed

specifications for the development, evaluation and maintenance of situations which facilitate the learning of both large and small units of subject matter

Sanjaya Mishra, PhD

Dissecting ID

• Instruction: the deliberate arrangement of learning condition to promote the attainment of some intended goal

• Design: to create and plan for something to execute

Sanjaya Mishra, PhD

Instruction

Specific objectives exist?

Yes No

Pre-planned study resources exit?

Yes Instruction

Visits to theatre/ museum, study

tour, library, etc.

NoProjects,

apprenticeship, research, etc.

Incidental learning

Sanjaya Mishra, PhD

Models of Instructional Design

Dick and Carey Model

Sanjaya Mishra, PhD


Smith and Ragan Model

Sanjaya Mishra, PhD


• Analyze learners

• State objectives

• Select methods, media and materials

• Utilize media and materials

• Require learner participation

• Evaluate and revise

ASSURE Model of Heinich, Molenda, Russell and Smaldino

Sanjaya Mishra, PhD

Generic Model of ID

• Analysis

• Design

• Development

• Implement

• Evaluate

Sanjaya Mishra, PhD

Levels of Instructional Design

• Level 1: Course Level - Instructional planning is done at the highest level to specify main objectives of the course and detail out the specific lesson or units.

• Level 2: Lesson Level – where each lesson is planned to cover one or more objectives.

• Level 3: Instructional Event Level – where enabling objectives are specified and detailed lesson plan for each objective prepared covering appropriate media and methods.

• Level 4: Learning Step Level – meaning each instructional event is planned in detail to write out some script or learning material. This is mostly the transactional level activity.

Sanjaya Mishra, PhD

Is Distance Education for YOUQUESTION1. Can you provide necessary sensory

(visual, aural, kinesthetic, olfactory, tactile) information using DE methods?

2. Can you organize interaction between students and teachers?

3. Is immediate feedback necessary and can you arrange for it using media?

4. Can DE methods deliver the achievement of learning objectives for the knowledge domain?

5. Can DE methods achieve the necessary KSA?

6. Can the course/ programme serve for 5-6 years and attract about 5000 students to achieve economies of scale?

Sanjaya Mishra, PhD


• Analysis– Understanding the Learner

• Demographic characteristics• Motivation• Learning styles and needs• Subject background and previous

knowledge• Resources availability

– Understanding the context and needs

Sanjaya Mishra, PhD


• Design– Curriculum Design – Media Mix (Audio, Video, etc.)– Delivery Strategies– Practical, Counselling, Assignments,

etc.

Sanjaya Mishra, PhD


• Development of Learning Materials– Characteristics of Self Learning

Materials (SLM)– Types of SLM– Components of SLM

Sanjaya Mishra, PhD


• Implementation– Learning material distribution– Study Centres– Counselling Schedules– Assignment evaluation– Examination

Sanjaya Mishra, PhD


• Evaluation– Monitoring of the implementation– Gathering feedback regularly– Assessing the worth of the

Course/Programme– Analysis of the results – Feedback to the planning process and

revision, if any, of strategies, content, etc.

Sanjaya Mishra, PhD

Characteristics of Self Learning Materials

• Self Explanatory

• Self Directed

• Self Contained

• Self Motivating

• Self Evaluating

http://upload.wikimedia.org/wikipedia/commons/8/8b/Stop_hand.svg

Sanjaya Mishra, PhD

Types of Self Learning Materials

• Tutorial-in-Print

• Reflective Action Guide

• Dialogic

Sanjaya Mishra, PhD

Components of SLM

• Beginning– Structure/ Concept Map– Introduction– Objectives

• Main Body– Sections/ Sub-sections– Check Your Progress (CYP)– Illustrations

• End Matters– Let Us Sum Up– Feedback to CYP– Glossary– Questions for further work

Sanjaya Mishra, PhD

Structure

• Showing hierarchical relationships

• Advance Organizer/Conceptual Map

• Detailed

Sanjaya Mishra, PhD

Introduction

• Help recall previous learning

• Overview of what is coming next

• Relevance to the learner

• Study Guide

• This is not introduction to the content

Sanjaya Mishra, PhD

Learning Outcomes

• Help learners know when they achieve objectives

• Help in deciding assessment techniques

• Help course-writers to plan instruction

• Good objectives include: Conditions, Performance verbs, and Standards

Sanjaya Mishra, PhD

Main Body

• Use illustrations• Use simple sentences• Break to give space for self

assessment• Use conversational language (e.g.

I, you, we, etc.)• Cover the content is sequential

manner to help learning• Make learning material interactive

Sanjaya Mishra, PhD

Principle of Sequencing Content

• Known to Unknown

• Simple to Complex

• Concrete to Abstract

• Particular to General

• Actual to Representative

Sanjaya Mishra, PhD

Making SLM Interactive

• Use a variety of questioning techniques• Use in-text question to improve

conversational style of writing• Use different types of objective type

questions• Give feedback and not just answer; it is

important to say why a particular response is incorrect, than to just say what is correct.