Transcript Using Technology to Enhance Teaching & Learning

CEIT 225 Instructional Design
Prof. Dr. Kürşat Çağıltay
http://www.metu.edu.tr/~kursat
Goals of the course
 Underlining the processes for designing
effective and efficient instruction.
 Developing knowledge and skills for
instructional analysis, design, development,
implementation and evaluation phases of
instructional design.
 Creating an instructional module
Instructional Technologists Create
Better Learning Environments
by Instructional Design
Your Task in this Course
 Create a short instructional module to teach
Physics 182 course for METU students
– A text material – about 4 pages, color print
– An interactive Flash module
– A podcast (audio/video) material
 With careful planning and relevant
documentation
Podcast example
Groups and topics?
 Kübra ÇÖKELİK , Arzu NAYMAN ,
Merve TANER - DC Circuits
 Didem Cemre Kocamer, Tuğba Arıcı Columbs' Law
 Canan ANGIN, Seda DÜZÇAY, Ömer
AVCI - Electric Current
 Others?
What is Technology?
 Greek: “Technos” or
Know-how
 A Device or a Method
 Electronic or
Mechanical
What is Instructional Technology?
 Any thoughts?
What is Instructional/Educational
Technology?
 "Instructional Technology is the theory and
practice of design, development, utilization,
management and evaluation of processes
and resources for learning.” (Seels & Ritchey, 1994)
– Theory and practice
– Design, development, utilization, management
and evaluation
– Processes and resources
– Learning
4 part-definition
 ID as a process – basic steps
 ID as a discipline – research and theory
 ID as a science – detailed specifications
 ID as reality – real life problems
Relationship among learners, teacher, instruction
and instructional technology
Learners
Learning
Instructors/
Teachers
Instruction
Knowledge Sources
 Research/developments in technology (computer
science)
 research in human learning (education,
psychology)
 development of new instructional procedures
(education)
 communication theory
 human/computer interaction (psychology)
 information design (information sciences)
 visual and audio design (art, music)
Instructional Media
 From Latin that means
“between”
 Any channel that
carries the information
between source and
receiver
 Most of the time
media are tangible
Instructional Design (ID)
 The systematic process of translating
principles of learning and instruction into
plans for instructional materials and
activities.
 Principles  Instruction (activity, material)
Purpose of ID
 All those experiences in which people learn.
 Education
– Teaching, math, science, language ....
 Training
– http://www.tbb-bes.org.tr/
– http://www.goarmy.com/soldier-life/becoming-a-soldier/basiccombat-training.html
Works Areas of Instructional
Designer?
 Banks
 Large companies
 Telecommunications companies
 Military
 Educational software development companies
 Universities
 Schools
 And many other places ......
What is Instruction?
 Delivery of information & activities that
facilitate learners’ attainment of intended,
specific learning goals.
 Activities focused on learners learning
specific things.
Teaching?
 Learning experiences in which the
instructional message is delivered by a
human being-not a videotape, textbook, or
computer program—but a live teacher.
 All learning experiences in which the
instructional message is conveyed by other
forms of media is instruction.
What is Design?
 “systematic” planning process prior to the
development of something.
 Distinguished from other planning by
– Level of precision
– Care
– Expertise employed
The ID Process
 the process involved in the systematic
planning of instruction.
 At basic level, instructional designer’s job is
to answer three major questions.
Three Major Questions
 Where are we going?
 How will we get there?
 How will we know when we have arrived?
Read Ch-1 ?
 Any comments?
 What did you learn?
Quick quiz
 Write down 5 basic steps of instructional
design
General ID Steps
 Different models exist for different
instructional purposes; however, the process
is summarized in five phases.
ADDIE
Evaluate
Implement
Develop
Design
Analysis
Inst. Design Models are Like Maps
A = Analysis
 In analysis stage of ID process, want to find
out
???
in your project?
A = Analysis
 In analysis stage of ID process, want to find
out
– What is the need/goal or intended outcome
• Need/Goal/Gap analysis
– Who are the learners or audience
• Audience/Learner analysis
– What is the content
– What are the technologies/media
D = Design
 Content of the course
– Subject matter preperation
 Steps of instruction
– Lesson planning-writing objectives
 Type of media or presentation mode
– Media selection
D = Development
 Development of instruction
– Generate lesson plans and lesson materials.
– Complete all media & materials for instruction,
and supporting documents.
– End result is a course or workshop ready for
delivery.
I = Implementation
 The delivery of the instruction.
– Purpose is effective & efficient delivery of
instruction.
– Promote students’ understanding of material &
objectives, and ensure transfer of knowledge.
E = Evaluation
 Two related evaluations going on
simultaneously in most ID situations.
– Formative Evaluation
– Summative Evaluation
Formative Evaluation
– Going on during & between ID steps.
– Purpose is to improve instruction before
completed instruction is delivered.
Summative Evaluation
– Usually occurs after instruction completed &
implemented.
– How much & how well did students learn?
– How well did course or workshop work?
• Does it need modification before being presented
again?
• What needs changing? Content? Instruction?
Media?
Practice:
 Creating instructions to help others to go to
ASTI
 -Analyze, how?
For the next week
 Read Ch-3 Needs Analysis from
ocw.metu.edu.tr
 Your project groups? – 2-3 people in every
group
Questions & Comments