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Instructional Design and Program Mapping Paulina Pannen 2009.

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Presentation on theme: "Instructional Design and Program Mapping Paulina Pannen 2009."— Presentation transcript:

1 Instructional Design and Program Mapping Paulina Pannen 2009

2 Trends 5th Generation: The Virtual/Online/ E- Learning Model Web-based courses (integrated multimedia) Computer Mediated Communication Computer intelligent system 6th Generation: The Mobile Learning (M- Learning or Palm-E Model) Web-based courses (integrated multimedia) Mobile/Handphone Mediated Communication Computer intelligent system

3 E-Learning … is a collection of information packages for education which is available at any time and any place and are delivered to learners electronically. … is a collection of information packages for education which is available at any time and any place and are delivered to learners electronically. … covers a wide set of applications and processes, such as web-based learning, computer-based learning, virtual classroom, and digital collaboration. It includes the delivery of content via internet, intranet/extranet, audio and videotape, satellite broadcast, interactive TV, CD-ROM, etc. … covers a wide set of applications and processes, such as web-based learning, computer-based learning, virtual classroom, and digital collaboration. It includes the delivery of content via internet, intranet/extranet, audio and videotape, satellite broadcast, interactive TV, CD-ROM, etc.

4 E-learning Hardware: computer Infrastructure/ network Software Content Interaction Strategies

5 Administrative Affair Course LectureLecture Module On Homepage Reading and HomeWork Assignment Laboratory Assignment Learn the Course Material By Using Simulation Program Test and Exam Materials on Homepage Course Completion Mailing List HTTP Link to Access Cross Reference and Other External Sources Off Classroom Tutor and Assignment Response Peer Interaction Access to Cross Reference and Other External Sources Registered Student Student Activities Enrolled Student

6 Instructional Design What is Instructional Design? … a systematic process to design, develop, and evaluate instructional system (consisting of all instructional components, objects, and evaluation) for improved students’performance

7 Instructional Design: Principles Systematic and systemic Comprehensive in depth and width (standard competencies, basic competencies, indicators, all learning components) Habit development (gradually) Transfer of knowledge and skills (to other situation/ context) Individualized (supermarket model) Distributed learning

8 Instructional Design: ADDIE AnalyzeDesign and DevelopEvaluateImplement Identify Instructional Issues Analyze setting Design Alternative Solutions Identify objectives Conduct instructional analysis Identify student’s entry behavior Identify basic competencies Write test, assignment, exercises Select instructional strategy Develop instructional materials Conduct formative evaluation (try out/pilot test) Authentic implementation Monitoring and Evaluation of the program

9 Design Components CONTENTS Learning Object Materials INTERACTIVITIES Activities Scenario/Learning Path Feedback DELIVERY How to? The three focus for Content Development E-LEARNING

10 Design Components Interaction: Learning Design and Path Content: Learning Object Materials Delivery system Program Mapping

11 “the systematic process of translating general principles of learning and instruction into plans for instructional materials and learning: a method enabling learners to attain certain learning objectives, involving certain learning objects, by performing certain learning activities in a certain order in the context of a certain learning environment”.

12 Program Mapping Content: Learning Object Materials It is not a mere transfer of printed modules or tutorials into the LMS, neither it is a mere replication of face-to-face instruction into an electronic teaching and learning format.

13 Program Mapping Content: Learning Object Materials  Classifying the elements of learning (learning objects)  Aggregating the elements (learning objects) – hierarchical, cluster, procedural, combination Learning Objects (content)

14 Program Mapping Content: Learning Object Materials Existing Content Learning Content Content Generator (Authoring Tools) Learning Content Content Generator (Authoring Tools) Chunk Create Redesign Assemble Learnin g Catalog Learnin g Catalog LMS Import Find Track Deliver

15 Program Mapping Mata kuliah Lesson 1 (text, images, links) Media (video, ppt, images, clipart, audio, etc. Test (self test, quiz, etc.) Lesson 3 (text, …) Lesson 2 (text, …) Interaction: Discussion forum Teleconference, Face-to-face (Q&A) Assignment: reading summary, Surfing websites Paper writing, Contact resource person Learning materials: Text, images, video, audio, links, glossary

16 Program Mapping Delivery system 1.Single Media versus Multimedia 2.Development or purchase of media? 3.Students Response? 4.Stimulating context for learning?

17 Program Mapping Delivery system Face-to-face blended learning Videoconference blended learning Web-based blended learning Videoconference Web-based course Face-to-face Web-based course Face-to-face Videoconference LEARNING MANAGEMENT SYSTEM

18 Program Mapping Interaction: LEARNING DESIGN  Design learning activities or learning path (like scripting for a drama), or adding properties, or condition - Players - Sequence and Activity for each roles - Environment supporting the activity - Methods (strategies to make learning takes place) to achieve a certain learning objective (competency) Methods, learning activities, learning environment (activities)

19 Program Mapping: Interaction Interaction is … the process of active learner engagement with each other, content, instructor, or sofware.

20 Program Mapping: method Strategi yang dapat dirancang dosen: −Tanya jawab (Q&A) −Discussion forums −Students activities: − Telecollaboration − Project/problem based learning − Simulations − Searching -Etc. −Initial case problem −Test question −Examples and analogies −Visual information −Spot challenges (games) −Illuminating exercises −Application problem −Student review/summary

21 Program Mapping: method Lead-off story or interesting visual Initial case problem Test question Examples and analogies Visual information Spot challenges (games) Illuminating exercises Application problem Student review/summary BUILDING INTEREST MAXIMIZING UNDERSTANDING & RETENTION INVOLVING STUDENTS DURING LECTURE REINFORCING THE LECTURE

22 Program Mapping: Program Mapping: CALL Activities (English Language) Brainstorming, clustering ideas, outlining, color coding, graphic presentation using advance word processors Outlining and summarizing text Powerpoint presentation (synchronous for speaking) Authentic communication: , chat, forum Using concordances/vocabulary software (searching the net) Using content-based software (wiki, etc.) Annotated bibliography Creating brochure Reporting on web searching Evaluating web critically Building Interest? Control? Response? Manipulation? Co-construction? Maximizing Understanding & Retention? Involvement of students? Reinforcing The Lecture?

23 Program Mapping: learning path Response ManipulationCo-construction Control  Pace  Flow  Depth - Trigger prior knowledge - Scaffold learning - Check learners’ - understanding -Summarize learning - Extend learning - Evaluate learning -Concept development -Computation - illustration Manipulation of learning objects through various interaction to make sense, and to construct meaning and products based on competency (ies) Acquisition Production

24 Program Mapping: learning path Control -Pace -Flow -Depth Acquisition - Apakah perlu bagi siswa untuk mampu mengendalikan sendiri kecepatan belajarnya? Misalnya karena kecepatan membaca yang berbeda, kecepatan belajar yang berbeda? - Bagaimana kemungkinan pemilahan kompetensi dan materi menjadi sub-kompetensi dan sub-materi yang lebih kecil? Dapatkah siswa mengendalikan sendiri kecepatan belajarnya terhadap sub-kompetensi dan sub-materi itu? - Apakah siswa rata-rata belajar dengan jalur/urutan yang sama? Apakah memungkinkan bagi siswa untuk belajar dengan urutan yang berbeda? Apakah siswa memiliki kemampuan prasyarat untuk menentukan jalur yang berbeda? Jika tidak, apakah ada struktur atau cue yang dapat membantu siswa? - Apakah siswa memiliki kemampuan pencapaian kompetensi yang berbeda? Jika ya, apakah mungkin bagi siswa untuk menelusur lebih dalam kompetensi tertentu?

25 Program Mapping: learning path Response - Trigger prior knowledge - Scaffold learning - Check learners’ understanding - Summarise learning - Extend learning - Evaluate learning Apakah respon siswa diinginkan diperoleh pada: -Awal satu lesson, atau satu topik, atau satu bab materi? -Di dalam satu lesson, atau satu topik, atau satu bab? -Di akhir satu lesson, atau satu topik, atau satu bab? -Di antara proses siswa bernavigasi dari satu topik ke topik lain?

26 Program Mapping: learning path Manipulation -Concept development -Computation - illustration -Dapatkan siswa memanipulasi variable untuk mencapai pemahaman konsep? Misalnya dalam matematika? -Apa variabelnya? Dan bagaimana variabel tsb. dapat dimanipulasi? -Bimbingan yang bagaimana yang diperlukan siswa untuk dapat mencapai pemahaman yang tepat? -Bagaimana pemahaman mereka dapat di dan atau ditransfer?

27 Program Mapping: learning path Siswa memanipulasi objek atau elemen dari materi untuk menciptakan makna, atau menghasilkan produk, dan mencapai kompetensi - Apakah proses belajar menjadi lebih bermakna jika siswa menunjukkan kinerja melalui pembuatan suatu produk (tagihan) belajar? -Dukungan atau alat apa yang dibutuhkan siswa untuk menghasilkan produk yang ditentukan (tagihan belajar)? -Apa “prompt” atau “cue” yang diperlukan siswa (atau akan membantu siswa belajar)? Co-construction

28 Program Mapping: Program Mapping: FEEDBACK Synchronous (direct) Asynchronous (indirect) Time bound Free time From lecturers From other sources Individual mail Discussion forum

29 Program Mapping: Generic Form Title: Description : Learning Objectives : (Standar Kompetensi) NoKompetensi Dasar (TIK) Pokok BahasanF2FPrint + Audio Visual Video conference Web-based course

30 Program Mapping: F2F + Print + Audio Visual Title: Description : Learning Objectives : (Standar Kompetensi) NoKompetensi Dasar (TIK) Pokok BahasanMetodeMediaTugasWaktuReferensi

31 Program Mapping: Videoconference Title: Description : Learning Objectives : (Standar Kompetensi) NoKompetensi Dasar (TIK) Pokok BahasanInisiasiInteraksiTugasWaktuReferensi

32 Program Mapping: Web-based course Title: Description : Learning Objectives : (Standar Kompetensi, Kompetensi Dasar) NoActivityTeksImagesVideoTest/Quiz/ Assignment Syllabus/ calender Link: URL Addresses glossaryInstructional Method (interaction & learning path)

33 Program Mapping Title: Description : Learning Objectives : (Standar Kompetensi, Kompetensi Dasar) Unit of Study: Butterfly Examples Web-based course unit NoActivityTeks and Images VideoTest/Quiz/ Assignment Syllabus/ calender Link: URL Addresses glossaryInstructional Method Activity 2 Metamorpho sisMetamorpho sis (1), (text 2), (text 3), clip art, illustrationtext 2text 3 clip art, illustration Video 1, video2Video 1, video2 Assignment 1Assignment 1 2 weeks 4kids.comwww.billybear 4kids.com Metamorphosis Caterpillar Chrysallis Reading, Q&A (forum) Exploration (surfing), quiz

34 Program Mapping TitleInstitutionContent (ICT Component) Delivery (Type of Blending) Interactions (Methods) Basic Genetics Host: Biology Dept. Unsoed Receipient: UnTad Faculty of Agriculture Print and e-text, images, assignment, test, quiz, glossary, video, and heavy component on linkages Face-to-face based blended learning: mostly are face-to-face (f = 9), independent study (students using the materials on the web) (f = 4), and videoconference (f = 1). No specification on LMS Face-to-face: lecture and jigsaw II (slavin’s coorperative learning) Vicon: no specification Independent study: reading, group assignment. Basic Telecom municati on Host: Faculty of Communication, Ubinus Receipient: STIKOM Bali 14 packages of powerpoint, support materials and linkages, item tests, and learning objects (video and animation). Face-to-face based blended learning: mostly are face-to-face (f = 14), and web- based course LMS : MOODLE (?) Mostly lecture style, induction process by Host via face-to-face, and enhancement materials available on the web. Nursing Process Host: Public Health Dept. Univ. Indonesia Receipient: Public Health Dept. Unri Print and e-text, images, assignment, test, quiz, glossary, video, audio, and heavy component on linkages Full materials available on the web Face-to-face based blended learning: a relatively balance among face-to-face (f = 6), web-based course (f = 6), and videoconference (f = 2). LMS: SCELE (Moodle-based) Face-to-face: lecture, exercises, discussion, practicum Vicon: lecture from host Web-based course reading, group and individual assignment Investme nt Managem ent Host: Economics Dept Univ. Indonesia Receipient: Economics Dept. Unhas Print and e-text, images, assignment, simulation, test, quiz, glossary, video, audio, and linkages Full materials available on the web E-learning based blended learning: web- based course is furnished for all components of the course, added by face- to-face tutorials (f = 5) and videoconference (f = 4) Web-based course: project-based, simulation, online (synchronous) discussion. Face-to-face tutorials: lecture and disucssion Vicon: guest lecturers

35 Example: blended Learning Self-Managed Learning Specially Designed Modules With support from: CD-ROM Courseware Digital Library Physical Library Subject Matter Experts Peers Tutors Face-to-face Learning Classroom Environment Formal Classroom Computer Laboratory Science Laboratory Number of Meetings 5 or less meetings 5 or more meetings Teaching Strategies Direct & Indirect Online Learning Resources Learning Objects PDF Documents Microsoft Office Attachments Digital Library Discussions Asynchronous Discussion Forums

36 Example: blended Learning 12% 8% Online Learning (15 hours) Face-to-Face Tutorials (10 hours) Self-Managed Learning (95 hours) 80 %

37 Example: blended Learning Print Modules Learning Materials CD-ROMs

38 Example: blended Learning Inorganic Chemistry: Interactive 3-D structure of a salt crystal Microeconomics: Interactive Opportunity Cost Graph English for Oral Communications: Interactive Web-Audio Learning Skills for Open & Distance Learning: Interactive Tutorial Learning Materials: e-content

39 Example: blended Learning E-Books 40,000 titles6,500 titles162 titles50 titles Multi-disciplines such as Social Science, Art, Education, Psychology, etc. ICT, Multimedia, Business and Management. Encyclopedias, dictionaries, thesauri, books of quotations, etc. Information Systems Management, Information Systems Security, Data Management, E-Commerce, Computer Applications, etc. Various fields of Information Security. 5,657 titles8,695 titles164 titles1,330 titles642 titles Advertising, Economics and Women’s Studies. Finance, Accounting and International Business. Management, HRM, Marketing, Librarianship and Engineering. Sciences and Applied Sciences. Information Technology and Computer Science. E-Journals

40 Example: blended Learning Learning Management System APICTA Malaysia Merit Award (2006) Used by 4 Local IPTAs and 1 Professional Organisation Used by the MOHE of the Kingdom of Saudi Arabia

41 Example: blended Learning  Collaborative Learning:  Forum  Chat  File Sharing & Exchange  Group Project  Wiki LMS Functionalities  Online Test  Online Assignment  Question Bank  Online Forum Tracking & Monitoring  LCMS: ID Wizard

42 Example: blended Learning i-Radio

43 Changes

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54 Are you ready to be different? Are you making any changes? Key Questions:

55 ?Isthere (quality) learning taking place? Checking:

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