Shrikant Gadre

Institute of New Media Development and Research – Pune Law college Road, Abhinav School Lane, 46/12 Khare Banglo, Pune

Course objectives. This series will teach the learner the basics of the instructional design (ID) and e-learning, with emphasis on storyboarding for creating e-learning courses.

The course will cover the following: How do we learn? - Can learning be facilitated? - Can learning be facilitated? - What are the models for creation of instructional material? - How ID principles are applied in course and courseware design? -How ID principles are applied in e-learning? -How to write storyboards? -What are authoring tools? -What are the quality norms standards in e- learning? - What are the models for creation of instructional material? - How ID principles are applied in course and courseware design? -How ID principles are applied in e-learning? -How to write storyboards? -What are authoring tools? -What are the quality norms standards in e- learning?

The Science of Learning This module provides an introduction to learning theory and the instructional design process, processes for identifying the need for instruction. It also examines the roles of the designer and other personnel in the process. This module provides an introduction to learning theory and the instructional design process, processes for identifying the need for instruction. It also examines the roles of the designer and other personnel in the process.

Objectives Differentiate among learning theory, instructional theory, and design plans Differentiate among learning theory, instructional theory, and design plans Identify the elements of the instructional design process Identify the elements of the instructional design process Conduct a needs assessment, goal analysis, and performance assessment Conduct a needs assessment, goal analysis, and performance assessment Define the role of the instructional designer Define the role of the instructional designer

Topics Learning theory Learning theory Different learning styles Different learning styles Keller’s ARCS model of motivation Keller’s ARCS model of motivation Instructional design Instructional design Bloom’s taxonomy Bloom’s taxonomy Dick and Carey model for ID Dick and Carey model for ID Addie model as applied to CDLC (course development life cycle) Addie model as applied to CDLC (course development life cycle) Kirkpatrick model for summative evaluation Kirkpatrick model for summative evaluation Dale’s cone of experience Dale’s cone of experience

Topic Information is not instruction - David Merrill Information is not instruction - David Merrill Malcolm Knowles and birth of andragogy Malcolm Knowles and birth of andragogy Gagne's nine events of instruction Gagne's nine events of instruction Needs assessment Needs assessment Conducting a needs assessment Conducting a needs assessment Goal analysis Goal analysis Performance assessment Performance assessment Knowles’ theory of andragogy Knowles’ theory of andragogy Instructional design process Instructional design process Role of the designer Role of the designer Subject Matter Experts (SME) Subject Matter Experts (SME) Support personnel Support personnel

Assignments: Research and reading assignments—learners will present their reports. Topics: Learning styles, Learning theories and researching the field of human learning, learning methodologies.

Training Needs Analysis and Learning Objectives This module provides an introduction to training needs analysis, learner analysis, task and content analysis, as well as writing and classifying learning objectives. This module provides an introduction to training needs analysis, learner analysis, task and content analysis, as well as writing and classifying learning objectives.

Objectives Describe training needs analysis Describe training needs analysis Describe learner analysis Describe learner analysis Recognize skills and information necessary to addressing learning needs Recognize skills and information necessary to addressing learning needs Define learning objects Define learning objects Construct learning objectives Construct learning objectives Organize content for instruction Organize content for instruction Determine what learners can do to demonstrate mastery of the content Determine what learners can do to demonstrate mastery of the content Describe rationale behind assessments Describe rationale behind assessments

Topics Task analysis Task analysis Identifying skills/knowledge needed for a task Identifying skills/knowledge needed for a task Training needs analysis Training needs analysis Learner characteristics Learner characteristics Non-conventional learners Non-conventional learners The magic of learner motivation: ARCS model The magic of learner motivation: ARCS model Content analysis Content analysis Topic analysis Topic analysis Conducting a task analysis Conducting a task analysis Developing instructional objectives Developing instructional objectives How to write great learning objectives How to write great learning objectives Cognitive domain Cognitive domain Psychomotor and affective domains Psychomotor and affective domains Constructivism & discovery learning Constructivism & discovery learning

Assignments Presentation of research and reading assignments. Presentation of research and reading assignments. Topics: Identify training needs for proficiency in basic Topics: Identify training needs for proficiency in basic arithmetic, cricket, and languages. Evaluation of a training program.

Design concepts This module provides information on sequencing, delivery of content and instructional strategy, as well as designing the instructional message. Objectives Sequence content to improve the learner's understanding of the material Teach a fact, concept, rule, procedure, interpersonal skill, and attitude Teach a fact, concept, rule, procedure, interpersonal skill, and attitude Present the content in a way so that each learner will master the objectives Present the content in a way so that each learner will master the objectives Use different pre-instructional strategies Use different pre-instructional strategies Implement your instructional strategies Implement your instructional strategies Use of visuals within the content Use of visuals within the content

Topics Transfer of knowledge or skills – methodology Transfer of knowledge or skills – methodology Implications of behavioral, constructive, cognitive, humanistic theories Implications of behavioral, constructive, cognitive, humanistic theories Learning and content sequencing Learning and content sequencing Foundations of instructional strategies Foundations of instructional strategies Teaching facts and concepts Teaching facts and concepts Teaching principles, rules, and procedures Teaching principles, rules, and procedures Teaching interpersonal skills and attitudes Teaching interpersonal skills and attitudes Behavior modification Behavior modification Pre-instructional strategies Pre-instructional strategies Presentation strategies Presentation strategies Using pictures, graphics, games or activities Using pictures, graphics, games or activities Experiential learning – Role play, simulations Experiential learning – Role play, simulations

Assignments Topics: Design a game, skit, or write a lecture on teaching what is money, importance of saving money, investing for the future and lending. Structure/organize content for learning. Topics: Design a game, skit, or write a lecture on teaching what is money, importance of saving money, investing for the future and lending. Structure/organize content for learning. Presentation on given topics. Presentation on given topics.

Developing courseware This module provides an introduction on developing instructional materials, instructional delivery methods. Objectives Interpret the design plan and translate it into instruction Interpret the design plan and translate it into instruction Differentiate between instructional delivery methods Differentiate between instructional delivery methods

Topics Preparing to deliver learning Preparing to deliver learning Lecture notes Lecture notes Learner handbook Learner handbook Developing formative, summative, and evaluative assessments Developing formative, summative, and evaluative assessments Games Games Identifying supplementary reading or activities Identifying supplementary reading or activities Videos, animation, cartoons, and other audio-visual methods Videos, animation, cartoons, and other audio-visual methods Class room, distance learning, self learning Class room, distance learning, self learning

Assignments Presentation on given topics. Topics: Research, discussions and presentation on different methods of learning.

Evaluation This module provides an introduction to the use of evaluation instruments in the instructional design process. Use of testing material to determine the effectiveness of the instruction. This module provides an introduction to the use of evaluation instruments in the instructional design process. Use of testing material to determine the effectiveness of the instruction.

Objectives Define the purpose of evaluation Define the purpose of evaluation Construct instruments to test knowledge, skills, behaviors, and attitudes Construct instruments to test knowledge, skills, behaviors, and attitudes Calculate program efficiency Calculate program efficiency

Topics Purposes of evaluation Purposes of evaluation Relationships among evaluation types Relationships among evaluation types Validity and reliability Validity and reliability Standards of achievement Standards of achievement Pre-testing Pre-testing Testing knowledge with objective tests Testing knowledge with objective tests Testing with constructed-response tests Testing with constructed-response tests Assessments Assessments Types of Assessments Types of Assessments

Assignments Presentation on given topics. Presentation on given topics. Topics: Creating questions on given content to test if desired objectives are achieved. Topics: Creating questions on given content to test if desired objectives are achieved.

E-learning design This module provides an introduction to the design and development of an e-learning course. This module provides an introduction to the design and development of an e-learning course.

Objectives Debate use of computers for learning Debate use of computers for learning Describe CBT, WBT Describe CBT, WBT Identify the technological aspects for an e-learning course Identify the technological aspects for an e-learning course Define Learner-centric learning Define Learner-centric learning Design user interface Design user interface

Topics E-learning benefits and drawbacks E-learning benefits and drawbacks The e-learning project team The e-learning project team "Asynchronous" and "synchronous"? "Asynchronous" and "synchronous"? Cd-roms: pro's and con's Cd-roms: pro's and con's Web-learning: pro's and con's Web-learning: pro's and con's What is bandwidth? Why does it matter? What is bandwidth? Why does it matter? Should I use CD-ROM or web delivery? Should I use CD-ROM or web delivery?

Evaluating e-learning: Introduction to Kirkpatrick Evaluating e-learning: Introduction to Kirkpatrick E-learning & the User Interface E-learning & the User Interface Put the user in control Put the user in control Templates – advantages and disadvantages Templates – advantages and disadvantages Logic and consistency Logic and consistency Provide user guidance Provide user guidance Developing GUI standards Developing GUI standards Checklist: Judging the interface Checklist: Judging the interface

Assignments Presentation on given topics. Presentation on given topics. Topics: Debate on use of audio cassettes, video films as learning or teaching tools. Course player design for an HTML based course, flash-based course. Topics: Debate on use of audio cassettes, video films as learning or teaching tools. Course player design for an HTML based course, flash-based course.

Storyboarding This module provides an introduction to the design and development of a storyboard for a course. This benefits the learner by preparing him for the IT enabled services industry.

Objectives Create a CDD, IDD, DCO, Storyboard Create a CDD, IDD, DCO, Storyboard Review CDD, IDD, DCO, Storyboard Review CDD, IDD, DCO, Storyboard Create a checklist for writing standards Create a checklist for writing standards

Topics What is a storyboard? What is a storyboard? Language skills Language skills Visualization for content Visualization for content Use of stories/games in learning Use of stories/games in learning The Course Design Document/IDD The Course Design Document/IDD Storyboard formats Storyboard formats Writing a storyboard Writing a storyboard Reviewing a storyboard Reviewing a storyboard Writing standards Writing standards

Assignments Develop IDD, DCO and an SB for at least two topics. Review storyboards. Develop IDD, DCO and an SB for at least two topics. Review storyboards. Topics: A lesson in history, geography, traffic rules, road sense, civic sense. Topics: A lesson in history, geography, traffic rules, road sense, civic sense.

Objectives Identify the tools-of-trade of instructional designers Identify the tools-of-trade of instructional designers Use the tools of trade Use the tools of trade

Contact Details Shrikant Gadre Law college Road, Abhinav school Lane, 46/12, Khare Bungalow, Pune Web site : Call : Shrikant Gadre