Click here to load reader
Post on 10-May-2015
Embed Size (px)
- 1.Is there a successful ID model?A practitioners perspective on working with models indesigning eLearning environmentsNational Seminar on eLearning and eLearning Technologies(ELELTECH INDIA-2005), Hyderabad.Madhuri Dubey, Ph.D
2. InstructionalDesignPerspectiveExperiential ModelsModelseLearning Environment 3. InstructionalDesignPerspectiveExperiential ModelsModelseLearning Environment 4. The Instructional Design perspective An instructional designer designs learnscapesby formulating and implementing appropriatelearning strategies. This involves making design decisions underdifferent circumstances to facilitate successfullearning. 5. Some examplesRepurposingLearning ObjectsBlended Learning 6. What guides our decisions Formal training Theories Experience Models Case studies Informal knowledgesharing 7. InstructionalDesignPerspectiveExperiential ModelsModelseLearning Environment 8. ID Models ADDIE Dick and Carey Gagne and Briggs ModelThese models are built on theories like: Behaviorist theories Cognitive theories Constructivist theories 9. Why Models Simplify a process Gain from generic and universal knowledge Based on certain principles Exemplary, theoretical constructs Models can be customized 10. ADDIE ModelContent, context and learner,prepare the course structure,develop instructional strategyCourse evaluation by thelearners, strategies for Design (instructional andfeedback visual) is validated by the SME Storyboarding, graphics,Deployment of theauthoring,course, user testing, betarelease and review Review of authored lessons, learning objects 11. Practicing a discipline is different fromemulating a model.Peter M SengeThe Fifth Discipline 12. InstructionalDesignPerspectiveExperiential ModelsModelseLearning Environment 13. Elearning environment ContentContext LearnersLearningexperiences 14. The Context Where is the learning taking place? Home, office, informal situation When is the learner accessing the content? Time, occasion How is the learner learning the content? Self-learning, community, with colleagues Infrastructure Internet, CD, LMS, kiosk, other delivery media 15. The Content What is the content? How is it taught, learnt? What are the course goals? 16. The Learners What is the detailed learner profile? What is the purpose of learning? What are the preferred learning styles? 17. Applying theory to practice Cognitivis Behaviorism m ConstructivismAdult learningtheory(Andragogy) Design PrinciplesInformation designInteraction design 18. Questions for InstructionalDesigners What is the type of content? Why are we designing the course? Who are the learners? When would they learn? Where would they learn? How would they access the course? 19. InstructionalDesignPerspectiveExperiential ModelsModelseLearning Environment 20. Experiential models Practical and eclectic knowledge Getting the big picture Making sense of information Qualitative evaluation Emphasis on team synergies 21. Practical and eclectic knowledge Action and reflection Asking questions - What, When, Why, Where, Who, How Documenting learning experiences from eachproject Any other systematic efforts at capturingprocesses 22. Getting the BIG picture Evolve holistic approaches toInstructional Design Understand the interdependencies Look for patterns and relationships 23. Making sense of information Inundated with information on elearningdesign and technology Meaningful application of knowledge Strategic value from information 24. Sample grid for information captureImportant pointsnew ideaswhat I knowwhere can I apply itexample of anapplication 25. Qualitative evaluation Blend quantitative and qualitative techniquesof learner / course evaluation Build an on-going feedback mechanism Seek opportunities for informal interactionsand inputs 26. Emphasis on team synergiesWorking towards synergies with other team members Instructional Design Visual Design Technology Subject Expertise 27. Thank You Questions?