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Instructional Design |
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| 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. |
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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.
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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: |
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be
proficient with a programming language (See Other
Sites by Brian for Javascript examples and samples of
web authoring multimedia). |
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apply learning
theory and the principles of instructional design in curricular
and instructional decision-making. |
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integrate computer
software, authoring tools, programming languages, the Internet,
and multimedia into curriculum design and instruction. |
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manage instructional,
computer technology systems. |
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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.).
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| 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. |
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| 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. |
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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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Home::Philosophy::Leadership::Distance
Education::Instructional Design |
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