1. CEIT 225 Instructional Design Prof. Dr. Kürşat Çağıltay http://www.metu.edu.tr/~kursat

2. Instructional Design (ID)? The systematic process of translating principles of learning and instruction into plans for instructional materials and activities.

3. Your Task Designing and developing a short Instructional module To teach a topic from Physics course Materials –A text material – about 4 pages, color print (with Photoshop) –A digital material (Adobe Flash) –A audio/video podcast

4. ImplementDesignAnalysisEvaluateDevelop ADDIE

5. Transition to self feeding

6. The major questions: What are the objectives? What skills, knowledge, and attitudes are going to be developed? What resources and strategies will be used in the instruction? How the content of the learning material will be structured? How the learners' understanding and whether or not they have meet the instructional objectives will be assessed?

7. Design has some sub tasks Designing Assessment Designing Feedback Designing Motivation Designing the sequence of instruction And, of course, designing the materials –Storyboard, Flow –Prototype paper materials

8. Designing Assessment Assessment measures the competence or capability of learners Thus assessment tasks should be written as soon as the objectives have been determined and before the content is prepared Use a variety of methods to test learners' knowledge, skills, and attitudes Self-completion tests, activities, assignments

9. Designing Feedback learners need: –not just the right answer but also to see how it is reached; –information on their own performance, in particular where they may have gone wrong; –a clear picture of what they should do next and in what order; –confidence to move on to the next stage of learning; –confidence in assessing their own performance and thus in becoming more self-directed in their learning. e.g. your reports

10. Designing the sequence of instruction grouping of related objectives and activities and there must be a sequencing of teaching activities.

11. Sequencing of content Proceeding from what students know to what they do not know; Proceeding from concrete experiences to abstract reasoning; The logical or historical development of a subject; Important themes or concepts; Starting from unusual, novel or complex situations and working backwards towards understanding.

12. Sequencing instructional events (Gagne) Ch 7, page 103 Gain attention. Inform learners of objectives. Stimulate recall of prior learning. Present stimuli with distinctive features. Guide learning. Elicit performance (Practice). Provide feedback. Assess performance. Enhance retention and learning transfer.

13. Instructional Components  Pre-instructional activities –Motivating/gaining attention –Informing learner of objectives/purposes –Telling them what they already need to know  Content Presentation –Presenting the content –Guiding the learning  Learner Participation –Giving the learner opportunities to practice –Giving feedback  Assessment  Follow-through activities

14. The first step in developing an instructional strategy is identifying a teaching sequence and manageable groupings of content. What sequence should you follow in presenting content to the learner? It depends on your instructional analysis Content Sequence

15. Examples from fire extinguisher Learning different types of extinguishers and emergency procedures: How do you sequence?

16. One option 1. Demonstrate how to extinguish a fire using a fire extinguisher 2. Differentiate the types of fire extinguishers 3. Describe the types of fire classes 4. Select the correct fire extinguisher 5. Describe the emergency procedures 6. Describe how a fire gets started

17. Another option 1. Describe how a fire gets started 2. Describe the types of fire classes 3. Differentiate the types of fire extinguishers 4. Select the correct fire extinguisher 5. Describe the emergency procedures 6. Demonstrate how to extinguish a fire using a fire extinguisher

18. For the next week Output6: Documents for sequencing instruction and events of instruction(group work) (Use your book’s Ch-7) Output7: Storyboard for Flash material and General overview of Paper based material (group work)

19. Warning about the content Do not just scan pages of your textbook for your design report’s content !

20. Submit your Turnit-in similarity report by tomorrow.

21. Timeline Analysis report done- April 10th Design report – May 8th Paper draft - April 17th Flash material and podcast draft – April 24th Final – June 11th

22. After class Meet with your facilitators

23. References Slides are revised version of http://lrieber.myweb.uga.edu/edit6170/ppt/