1. Instructional Design

2. Instructional Design
Maximise the effectiveness, efficiency and appeal of instruction and other learning experiences.

3. Instructional Design
The process consists of determining the current state and needs of the learner, defining the end goal of instruction, and creating some "intervention" to assist in the transition.

4. Instructional Design
The outcome of this instruction may be directly observable and scientifically measured or completely hidden and assumed.

5. Lev Vygotsky Born Nov 17 1896 Died June 11, 1934
Bron in Orsha, in the Russian Empire (today in Belarus).
a Soviet psychologist and the founder of cultural-historical psychology.

6. Zone of Proximal Development
Vygotsky’s term for the range of tasks that are too difficult for the student to master alone but that can be learned with guidance and assistance of adults or more-skilled children.
The lower limit of ZPD is the level of skill reached by the child working independently.
The upper limit is the level of additional responsibility the child can accept with the assistance of an able instructor.
Scaffolding is changing the level of support. Over the course of a teaching session, a more-skilled person adjusts the amount of guidance to fit the child’s current performance

7. Types of Teaching Environment

8. Conversation
Interaction
Collaboration
Motivation
Traditional

9. Mobility
Tracking
Globalisation
Flexibility
On-Line

10. Blended Learning Conversation Interaction Collaboration Motivation
Mobility
Tracking
Globalisation
Flexibility
Traditional
On-Line
Blended Learning

11. Instructional Design
We can divide models of instructional design broadly into two categories
MACRO: Models which concern themselves with the design and planning of an entire module or programme
MICRO: Models which concern themselves with the design and planning of an individual lecture or teaching session