Michelle Gordon EDT/721 October 24, 2011 Dr. Sean Preston.

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Presentation transcript:

Michelle Gordon EDT/721 October 24, 2011 Dr. Sean Preston

 Critical elements of instructional design involves determination, design, development, delivery, and discussion.  Circular representation of each stage denotes a connection among the different levels and the flexibility to support dynamism.  The connection of the stages also represents the formative evaluation process that is supported at all stages of the model.

Determine and Devise Develop Deliver Discuss

 Collect relevant data regarding:  Learners needs and characteristics  Tasks  Instructors  Delivery methods (including technology)  Formulate logical, creative plans to achieve objectives.  Review and solicit feedback to gain approval to move forward.

 Develop and assemble the content  Integrate appropriate technologies  Pilot groups test and debug the product  Solicit feedback to modify as necessary

 Implement on a large scale  Provide clear outline of objectives  Create a community of excellence  Provide adequate training on procedures  Facilitate open discussions to gain learners’ perspectives  Promote interactions among participants  Solicit feedback

 Measure outcomes  Groupthink  Generate dialogue about the product  Solicit feedback from stakeholders  Modify processes

Baturay, M. (2008). Characteristics of basic instructional design models. Ekev Academic Review, 12 (34), Retrieved from Isman, A. (2011). Instructional design in education: New model. Turkish Online Journal of Educational Technology - TOJET, 10 (1), Retrieved from Kanuka, H. (2006). Instructional design and elearning: A discussion of pedagogical content knowledge as a missing construct. E-Journal of Instructional Science and Technology, 9 (2), Retrieved from jist/docs/vol9_no2/papers/full_papers/kanuka.htm Parrish, P. (2009). Aesthetic principles for instructional design. Educational Technology Research & Development, 57 (4), doi: /s Sarfo, F., & Elen, J. (2007). Developing technical expertise in secondary technical schools: The effect of 4C/ID learning environments. Learning Environments Research, 10 (3), doi: /s