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Instructional Design

Overview

Instructional Design Models at University of Colorado at Denver
http://carbon.cudenver.edu/~mryder/itc/idmodels.html

Instructional Design Models at University of Michigan
http://www.umich.edu/%7eed626/define.html

Definition of Instructional Designs
http://www.umich.edu/%7eed626/define.html

Getting Started with Online Learning. Macromedia
http://www.macromedia.com/resources/elearning/

Getting Started with Instructional Design
http://wiscinfo.doit.wisc.edu/ltde/gs/

Instructional Design for the New Media
http://www.rcc.ryerson.ca/learnontario/idnm/index.html

Instructional Design Corollary Links
http://carbon.cudenver.edu/%7Emryder/reflect/idmodels.html

Lee, William W., Diana L. Owens. Multimedia-Based Instructional Design: Computer-Based Training, Web-Based Training, and Distance Learning. Jossey-Bass: San Francisco, 2000.

Horton, William. Designing Web-Based Training. Wiley: New York, 2000.

Tips

  • Develop your online course systematically.
  • Research your learners thoroughly. Design for their needs, goals, and capabilities
  • Develop through a cyclical process of 5 steps:
    Analysis --> Design/Development --> Production --> Teaching --> Assessment/
    Review.
    At the end of each cycle, decide how to improve your course and begin again.
  • Design top-down, successively deconstructing general learning goals into more specific goals until each goal can be taught by a single learning experience.
  • Design for online learning, not the classroom. Explicitly motivate lonely distant learners. Keep learners active with lots of opportunities to apply for what they are learning. Let learners control the pace and path of the course.
  • Layout the display to focus attention on the most important material in the display and to avoid unnecessary distractions, such as needless animations.
  • Keep text and crucial details legible, so that learners can easily navigate and read your course.

Example

A Web-Based Course on Literature in the Victorian Period
Principle: General Goal --> Sub-Goal (More Specific Goal) --> Learning Experience
Main Goal for the Module: What I want my students to come away with after reading Wilkie Collins’ The Moon Stone

Sub-Goals #1: Identify the elements (features) of a detective novel.

Sub-Goal: #2: Assess the impact of the story being told by different characters.

Sub-Goal: #3: How does number 2 above contribute to number 1?
Learning experience #1: Give students 50 features of literary genres and ask them to identify the ones that characterize detective novels
(Tools used: web-based research tools such as WebTrip or WebQuest)
Learning experience #2: In a web-based conference, assign 10 students to 10 characters in the novel. Based on the 10 narratives in the novel, the students need to state how his/her characters contribute to the story of the lost diamond.
(Tools used: web-based conferencing tools)
Learning experience #3: In a threaded discussion, ask students this question: “How does the fact that this novel is told by different characters contribute to the “detective novel-ness” of the book?
(Tools used: web-based conferencing tools)

 
Last updated: October 8, 2004 12:50 PM | Comments: icts (followed by the @ sign and "indiana.edu")|
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