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. Three Major Questions Where are we going? Objectives How will we get there? Inst. Strategy How will we know when we have arrived? Evaluation

4. So, the first activity is?

5. A = Analysis In analysis stage of ID process, want to find out –What is the goal or intended outcome : Needs Goal analysis –What is the content/task –What is the context –Technology –Who are the learners or audience

6. Identifying Instructional Problems Needs Assessment

7. Identifying Instructional Problems Needs Assessment Performance Assessment Determine if instruction is appropriate

8. Performance Analysis Desired level Actual level Remember the Nurse Gap

9. Identifying Instructional Problems Needs Assessment Performance Assessment Goal Analysis Determine if instruction is appropriate Determine if instruction is appropriate

10. Identifying Instructional Problems Needs Assessment Performance Assessment Goal Analysis Identify Needs Determine if instruction is appropriate Refine Focus Refine Focus Determine if instruction is appropriate

11. Writing Goals and Performance Objectives Goals and Objectives

12. Goals are... broad statements of end results.

13. Your goal at METU?

14. In CEIT225 course...

15. By the end of this course, each student will be a competent instructional designer.

16. Good goals are... realistic obtainable based on the student’s targets clearly stated to students repeated throughout the course of instruction

17. A goal statement must include Learners What learners will be able to do Performance context Tools that will be available for learners State it in your project?

18. What Are The Differences Between Objectives And Goals? Goals written from the course’s perspective whereas Objectives written from the learner’s perspective. A goal is a generic, less precise description of the outcome of instruction. The objectives reflect some type of criteria or standard whereas the goal does not; descriptions of the outcome of instruction is very precise.

19. Instructional Matching Instructional Objectives Instruction Evaluation

20. Objectives have 3 main components Performance –What will the students do? Condition –Under what conditions will the students perform? Criteria –How well with the students perform?

21. Performance Objective what students will be able to do when they complete a unit of instruction. Provide an instructional focus for the designer when deciding about content, strategies, and evaluation.

22. Performance Objective Performance objectives are derived from the skills in the instructional analysis. Writing objectives for the skills identified as entry behaviors.

23. Performance objectives are... specific statements of student competency as a result of instruction

24. Good Performance Objectives are... linked to specific behavior clear and concise are observable are measurable relevant to the instruction

25. There are 3 primary types of performance objectives Cognitive –knowledge and information related behavior Psychomotor (skills) –hands-on, doing behavior Affective –attitudes, values, feeling, belief-related behavior

26. Examples of Performance Objectives Cognitive By the end of this lesson, each student will describe the three main types of a performance objective with 100% accuracy. Given a list of 10 performance objectives, each student will classify them as to the domain that they address with 80% accuracy.

27. Examples of Performance Objectives Psychomotor By the end of this lesson, given a topic, each student will succesfully change Facebook security features....students will be able to use mouse successfully

28. Examples of Performance Objectives Affective By the end of this course, each student will realize the need to write valid performance objectives as evidenced by consistent use of performance objectives in all future teaching assignments.

29. Sample Goal: be able to type words Behavior: type on standard keyboard Conditions: must have access to a computer with word processor Criterion: must type at least 23 tp 25 words/min correctly Criterion: must type in columns or lists

30. Sentences in objectives Avoid using Understand Grasp Believe Internalize Have faith in Fully appreciate Prefer using Write Identify Solve Construct Compare Contrast

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32. A case: Your project in CEIT225 Goal: broad, course oriented Performance: specific, learner oriented –Performance, condition, criteria –Cognitive, psychomotor, affective

33. Your Task for the next week Write goals and objectives of your project in detail Bring it class to discuss with your facilitator