1. Instructional Design Overview Heather Kay Ashford University Edu 697: Capstone A Project Approach Professor: Anthony Valley February 13,2016

2. Instructional Design Teach by: Organization to learning experiences
Selection to learning experiences
Specification to learning experiences
Get it right so the technology supports.
It is a determining factor.
(Horton, 2012)
Instructional design takes into consideration how individuals learn, how to apply learning strategies, and how the teaching methodology is used to carry out strategies that will be used for learning. But things such as organization, selection and specification is in the design and not about the learner or the technology according to Horton (2012). If the design is not right then the technology will be a hindrance and the learning objectives will not be achieved. In some cases technology may seem to speed along the process but the process is not achieving the learning goal for all those involved. The design determines, the following: your goals for the project, what technology you will use, what kind of managing system you will put into effect, how you will develop your content, what media you employee, and what kind of budget you use.

3. Instructional Design (cont’d)
Good design can prevent failure by:
1. Do not over teach.
2. Teach applicable skills.
3. Implement supporting objectives
4. Don’t teach just what is easy.
5. Avoid teaching what the learners know.
6. Remember learning styles.
(Horton, 2012)
Failure of a learning project is usually in the design even though the designers wish to blame every thing and everyone according to Horton 2012, such as resources, bad tech, not enough time or even that their superiors just did not give them any help. Follow the above simple rules of thumb and good instructional design can be much easier to come by.

4. Instructional Design (cont’d)
Avoid bad models: Examples from Horton (2012)
1. “RAPRAPRAPAWA
2. Pack 'em, yak 'em, rack 'em, and track 'em
3.Warn and scorn
4. Fill in the blanks
5. Wouldn’t it be cool”
(Horton, 2012,p.4)
1. Read papers again and again then write a paper.
2. Enroll Large numbers, lecture-test to conformity/compliance-test to allude to learning.
3. Screen list laws and regulations, employees agree with button press, goal so the company is not liable
4. Low Cost, template course, jammed with content, drones built
5. Fades of tech, projects don’t get finished
(Horton, 2012, p.4-5)

5. Design Perspectives and Interests
Success is not always guaranteed:
1. All methodology does not lead to successful learning.
2. Other methods may be best.
Apply instructional design/all types of learning.
(Horton, 2012)
There are things such as cultural, environmental and psychological influences that must be taken into consideration in design perspectives and expectations must be reasonable that a good methodology does not have a 100% success rate. Consider other avenues for some learners for subject learner but do not make the design less because you wish more students to pass. Consider everything from curricula to media in influencing your perspective on design. In this way you are including all levels of learning (Horton, 2012).

6. Design Perspectives and Interests (cont’d)
Curricula
1. Subject- Degree/Certified area
Courses
1. Specific subject
Lessons
1. Objects to learn
Topics: Low level learning objective
Activities: Gives a learning experience
(Horton, 2012)
“Curricula makes up courses. Courses are made up of lessons. Lessons are made up of topics. Activities answer questions or give experience” (Horton, 2012, p.6).

7. Design Perspectives and Interests (cont’d)
Pick the right media:
1. Text
2. Music
3. Animation
4. Video
Understand your budget
Find the right software
It is important to understand that media can be used in activities to support learning. In this way learning styles can be meet and this can be taken into the design perspectives and interests. Understanding that technology has a cost and it must co-inside with availability for design must be considered before implementation. Software that is reliable and user friendly is important to consider. Technology should be supportive not a hindrance to learning.

8. Alignment of Learning Goals
Decide what is important
Decide how the project will contribute
Know your learners
Prerequisites to objectives
(Horton, 2012, p.8)
In deciding what is important you will have a end goal. You will know what you want accomplish by knowing critical features or points of the subject matter in teaching or if it is for a company knowing what matters to them and required of you. Then you need to know how the project you are putting together can accomplish this goal. What can the project contribute specifically on the road to that goal. This will be the active components working together to deliver and end result. Once you have this you will know what you need to make the project happen. As the project is the whole package you will deliver to the trainees and students, basically those you are going to have learn the material you need to know about these individuals. You need to ask what do your learners need to meet their objectives? These will be the prerequisites to the end objectives

9. Alignment of Objectives
Design learning objectives
Question learner’s change /Identify initial learner abilities
Know your intention in teaching
Formula:
1. Subject= Create, decide, do…
2. Name learner
3. Prerequisites for objective
(Horton, 2012, p.9)
In designing the learning objectives write them down know their purpose in the following ways: Question how the learning will become different because of the project. Many prerequisites may be needed for objectives in identifying the learners initial abilities. You will state your subject as well as what the learners learner’s “will create, decide, do, know, believe, feel…”(Horton, 2012, p.9). Description of a group. What must the learners already know and what must they be able to do for the objective for the prerequisites.

10. Alignment of Objectives (cont’d)
Learning objectives need content
1. Activities
a. absorb
b. do
c. connect
2. Media
3. Tests
(Horton, 2012)
Activities are done to learn. “Absorb: read or watch to gain knowledge; Do: practice or discovery to deepen knowledge; Connect: to lives or work with what they learn”(Horton, 2012, p.9). Media is considered after the activities are decided. Tests are assessments to see make sure we have met the object and the students learned.

11. Selection of Teaching Sequences
Bottom Up- Common teaching sequence
Top Down- Have prerequisites
Sideways- Discovery, freedom
(Horton, 2012, p.43)
In the teaching sequence bottom up is commonly used. Horton 2012 tells us about all three of the above selections in teaching sequences as follows. The prerequisites are taught first before the topic prerequisites. If this is not done it would be very difficult on the learners. In top down learners do have the prerequisites therefore they can stare with the top objectives and if the assumption is wrong for a student that student can go down on the hierarchy and get the objectives. In the sideways selection the students roam free, encounter prerequisites as they come to learn the objectives.

12. Selection of Learning Activities
Learning objects for activities
1. Specified amount of electronic media
A. Text, graphics, sound, animation, voice, video
B. Hyperlinks to documents and database
C. Interaction with coaches, mentors or social networks
Accessed by a individual
Can be solidified
(Horton, 2012, p. 47)
When a student interacts solo with electronic media and as they access and interact with the varies material it allows them to learn and with this same media the learning objective is achieved and verification of the learning is embedded so as to be verified within the media (Horton, 2012).

13. Selection of Learning Activities
Learning objectives create learning objects
1. High level learning
A. Sub objects
2. Low level learning
B. Learning activities
Activities = Learning Experiences
(Horton, 2012)
Know the learning objective then content for the objective can be made. So for high level learning according to Horton (2012) sub objects it is “a structured sequence of learning of learning objects for more specific objects”(p.49). For low level learning with learning activities Horton (2012) says this will “directly accomplish the objective of the learning project”(p.49).

14. Selection of Learning Activities
They exercise:
1. “Basic skills, thought processes, attitudes, and behaviors.
Absorb: Field Trips, Stories, Reading, Presentations
Do: Practice, Discovery, Games
Connect: Ponder, Questioning, Games, Stories, Research, Original
They are adaptive and flexible”
(Horton, 2012, p.52-54)
Learning activities are meant to “exercise are basic skills, thought process, attitudes and behaviors” so as to “provoke a learning experience” (Horton, 2012, p.52). When presenting activities learning experiences will occur and they are in categories in how they take in the information as in absorb. Stories read to them by a teacher they are getting that experience by listening. In doing the activities are listed they are engaged participating gaining the experiences. With the above mentioned activities it is original work that would be like a final exam connecting life and work. Questioning activities give a time when individuals can get their own answers to a specific questions they may have. A ponder activity is a outside of the box thinking gaining a new perspective. In absorb, do, and connect it makes learning and instruction be less ridged, adding a bit of flex to leaning and a adaptive capability to the experience.

15. References
Faghih, B., Azadehfar, D., & Katebi, P. D. (2014). User Interface Design for E-Learning Software. doi: /jscse.v3.n Retrieved from Arxiv
Gambino, L. (2014). Putting e-portfolios at the center of our learning. Peer Review, 16, (1), EBSCOhost
Horton, W. (2012). E-Learning by design (2nd ed.). San Francisco, CA: Wiley.
Lucas, L. (2014). What is e-learning? e-Learning consulting. Retrieved October 28, 2014
Sitzmann, T. (2011). A meta-analytic examination of the instructional effectiveness of computer- based simulation games. Personnel psychology, 64(2), Doi: /j X . EBSCOhost
Tsai, F., Kinzer, C., Hung, K., Chen, C., & Hsu, I. (2013). The importance and use of targeted content knowledge with scaffolding aid in educational simulation games. Interactive Learning Environments,21(2), doi: / EBSCOhost