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  Instructional Design
   
Instructional Design - (n.) The systematic process of creating or adapting instruction, including at least these steps: defining the problem or knowledge gap that the instruction is meant to address; defining the audience that the instruction is meant to serve; developing objectives and assessment strategies; selecting and sequencing content and learning activities; evaluating the instruction; revision.
 
  The MSET program functions as an excellent source of knowledge and skills with regarding the definition of instructional design given above. Whether the participant will be working with educational technology in the capacity of teaching via web-based or ITV-based multimedia, if the students to be taught are adult or K12 in educational level, or if the course format is at distance or traditional in nature; the instructional design theories and methodologies encountered in this studied will be of great value.
   
  All too often those individuals with technological expertise lack even the most fundamental knowledge of instructional design. What occurs in these cases when such individuals are responsible for either using technology to teach a subject, or integrating technology to enhance an educational experience, is a break down of the learning process for the student. Either the instruction focuses too much on how to use the technology or the technology being used becomes more of a hindrance than a help for the student learning the material. By becoming aware of the components of instructional design, one gains a greater understanding of the appropriate use of technology within the learning environment. The following goal statements are set forth for the MSET participant to help him or her achieve this end:
   
 
be proficient with a programming language (See Other Sites by Brian for Javascript examples and samples of web authoring multimedia).
apply learning theory and the principles of instructional design in curricular and instructional decision-making.
integrate computer software, authoring tools, programming languages, the Internet, and multimedia into curriculum design and instruction.
manage instructional, computer technology systems.
   
  Below are some of the products generated in my MSET studies that have lead me to a better understanding of instructional design. I have also included some documentation illustrating some of my subsequent lesson designs (Click on red text to access documents.).
   
 
In order to build effective instruction, it is vital to fully understand what is to be taught. At times this means that only information will be imparted. Other times, one will have to demonstrate or teach a skill, task, or process. This type of teaching requires the ability to task analyze. A task analysis (MS Word file) is done to break down both the rudimentary components of the skill or process and the sequence these components follow. Armed with this information, the teacher can wage the war against ignorance with full confidence of pending victory! Either that , or they could design one good instructional unit.
In LT 716: Systematic Design of Instruction the MSET participant delves deeply into the intricacies of instructional design. Of course, then, participants are required to design a full unit of instruction taking into account including: Needs analysis focusing on knowledge to be acquired by the students, building measurable and observable objectives to guide the learning, sequencing of instruction, evaluating the effectiveness of that instruction, assessment tools to use within the unit, and devising re-teaching strategies to accommodate weaknesses found in the instructional design. The document created by this participant, within a group-work setting, is a unit for teacher professional development (MS Word file) in what else—instructional design.
What better way to determine if someone has learned the information they need to learn than to give them a test. The LT 716: Systematic Design of Instruction course proves this beyond a shadow of a doubt. This final exam (MS Word file) was designed to force the course participant to use every scrap of knowledge acquired in the course to solve dilemmas and improve upon plans in an instructional design scenario.
   
One duty that is listed on my job description is to provide updates and examples of the latest curriculum and instruction theories, best practices, and developing news as it pertains to instructional technology or technology integration. At times that means that I must create instructional units modeling this integration or technology use. City Planners (PDF file) is a unit of instruction utilizing Internet resources to make fourth through sixth grade students aware of the benefits technology brings to their community. This lesson is also published at TechTown, a business technology showcase and interactive web site.
As is mentioned in the Distance Education of my portfolio, I have taught teachers how to use video conference and Internet technologies at the Distance Teaching and Learning Academies. The first year I was an instructor was the first year that the state of South Dakota offered these professional development opportunities in regional academies. The curriculum that was used was experimental and needed much in the way of fine tuning. I along with Mike Norcross, Rosalie Moore, Diane Selchert, Dorthea Berlin, Dr. Tom Barkett (all DTL instructors), various USD staff, and state representatives revised and implemented a new DTL Curriculum Map (MS Word file), or instructional design.
   
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