1. Authoring Systems & Instructional Design Wilkes University Spring 2010 Cathy Wright Dowd

2. Objectives Explore instructional design aspects of authoring softwareExplore instructional design aspects of authoring software Develop computer-related instructionDevelop computer-related instruction Discuss authoring languages & systemsDiscuss authoring languages & systems Describe instructional design implicationsDescribe instructional design implications Explore instructional design modelsExplore instructional design models Practical considerations for educatorsPractical considerations for educators

3. Authoring Systems - defined Software that allows for the creation of tutorials, CBT courseware, Web sites, CD-ROMs, online courses, and other interactive programs. Authoring packages generally provide high-level visual tools that enable a complete system to be designed without writing any programming.Software that allows for the creation of tutorials, CBT courseware, Web sites, CD-ROMs, online courses, and other interactive programs. Authoring packages generally provide high-level visual tools that enable a complete system to be designed without writing any programming. In the development of educational software, an Authoring System is a program that allows a non- programmer to easily create a product for student use…or to allow students to produce their own work.In the development of educational software, an Authoring System is a program that allows a non- programmer to easily create a product for student use…or to allow students to produce their own work.

4. Instructional Design - defined The practice of arranging media and content to help teachers design and transfer knowledge effectively to learners.The practice of arranging media and content to help teachers design and transfer knowledge effectively to learners. Traditionally rooted in cognitive and behavioral psychology.Traditionally rooted in cognitive and behavioral psychology. Often confused with a variety of other fieldsOften confused with a variety of other fields

5. ADDIE Most common model used for creating instructional materials is the ADDIE MethodMost common model used for creating instructional materials is the ADDIE Method AnalyzeAnalyze DesignDesign DevelopDevelop ImplementImplement EvaluateEvaluate Dick and Carey – Kemp

6. Analyze Instructional problem is clarifiedInstructional problem is clarified Instructional goals and objectives are establishedInstructional goals and objectives are established The learning environment and learner's existing knowledge and skills are identified.The learning environment and learner's existing knowledge and skills are identified. * Who is the audience and their characteristics? * Identify the task to be learned? * What types of learning constraints exist? * What are the delivery options? * What are the resources available? * What is the timeline for project completion? * Who is the audience and their characteristics? * Identify the task to be learned? * What types of learning constraints exist? * What are the delivery options? * What are the resources available? * What is the timeline for project completion?

7. Design Learning objectives/broad instructional goalsLearning objectives/broad instructional goals Assessment instrumentsAssessment instruments ExercisesExercises Content standardsContent standards Subject matter analysisSubject matter analysis Lesson planning and media selection.Lesson planning and media selection. * Documentation of instructional, visual and technical design * Documentation of instructional, visual and technical design * Create storyboard or flowchart * Design the user interface and user experience * Prototype creation (aka Rough Draft) * Apply visual design (graphic design)

8. Develop The development phase is where the developer(s) create and prodice the content assets that were created in the design phase.The development phase is where the developer(s) create and prodice the content assets that were created in the design phase. Programmers work to develop and/or integrate various media.Programmers work to develop and/or integrate various media. Testers perform debugging procedures.Testers perform debugging procedures. The project is reviewed and revised according to any feedback given.The project is reviewed and revised according to any feedback given. All of these people are YOU!All of these people are YOU!

9. Implement The implementation phase should cover the course curriculum, learning outcomes, method of delivery, and testing procedures.The implementation phase should cover the course curriculum, learning outcomes, method of delivery, and testing procedures. Preparation of the learners include training them on new tools (software or hardware), student registration.Preparation of the learners include training them on new tools (software or hardware), student registration. This is also the phase where the teacher ensures that any books, hands on equipment, tools, CD-ROMs and software are in place, and that the learning application or Web site is functional.This is also the phase where the teacher ensures that any books, hands on equipment, tools, CD-ROMs and software are in place, and that the learning application or Web site is functional.

10. Evaluate The evaluation, or assessment phase, consists of two parts: formative and summative.The evaluation, or assessment phase, consists of two parts: formative and summative. Formative evaluation is present in each stage of the ADDIE process.Formative evaluation is present in each stage of the ADDIE process. Summative evaluation consists of tests designed for specific standards and providing opportunities for feedback from the users - Allow time for reflectionSummative evaluation consists of tests designed for specific standards and providing opportunities for feedback from the users - Allow time for reflection Multimedia projects should include a Rubric or checklist for them to follow.Multimedia projects should include a Rubric or checklist for them to follow.

11. DDD-E vs. ADDIE Analyze and Design overlap in the DDD-e model of instructionAnalyze and Design overlap in the DDD-e model of instruction Develop and Implement overlap alsoDevelop and Implement overlap also Both models could be used for projects not related to technologyBoth models could be used for projects not related to technology DDD-E is geared more toward the student author (my personal opinon)DDD-E is geared more toward the student author (my personal opinon)