1. Instructional Design Presentation Instructional Design & Course Review by Christine Leake

2. Christine Leake, M.S., M.B.A. Born/raised in NY Married/Parent Traveled the U.S. Adult Learner Experience Business Instructor Instructional Designer Certified Business Teacher Administrator Education M.S., Instructional Design M.B.A., Human Resource Management B.A., Psychology BIO “The cultivation of the intellect is man's highest good and purest happiness” ― Aristotle

3. Today’s Objectives O1. Discuss Instructional Design (ID) Terms and Concepts O2. Examine how ID concepts can be used to enhance courses: Economics of Business Decisions Finance O3. Review/Q & A Session

4. Instructional Design O.1 Instructional Design is where learning theory and the learning environment meet. Courses are designed with the students’ needs at the center of the instruction. Student Learning Theory/Principles Instruction Instructional Design & Technology

5. Concepts What is instructional design? Instructional Design “refers to the systematic and reflective process of translating principles of learning and instruction into plans for instructional materials, activities, information resources, and evaluation” with the end user in mind (Smith & Ragen, 2005 p. 4). O.1 Adult Learning Principles (Knowles, Holton, and Swanson, 2005) 1.Adults are motivated to learn as they experience needs and interests that learning will satisfy (immediate and relevant). 2.Adults’ orientation to learning is life-centered. 3.Experience is the richest source for adult learning. 4.Adult’s have a deep need to be self-directing. 5.Individual differences among people increase with age.

6. AnalysisDesignDevelopImplementEvaluate Needs Analysis- What is the need? Can instruction fulfill it? Learner Analysis- What prerequisite skills are required? Consider learning preferences. Measurable Learning Objectives & Coordinating Assessment Tools (Rubric) Classify Learning: Bloom’s Domains Learning strategies & activities Materials-Adult Learning Theory/Principles Facilitation (Delivery: Gagne’s Events) Incorporate technology Assess student success Manage Modify Update/Revise Re evaluate Instructional Systems Design Sample Course Design

7. Facilitating Student-Centered Instruction Gagne’s Events of Instruction (Smith & Ragan, 2005 ) 1. Gain Attention 2. Introduce Objectives 3. Activate prior learning 4. Present new material 5. Guide practice 6. Elicit performance 7. Provide feedback 8. Assess performance 9. Enhance retention and transfer The facilitator sets the “climate” for learning; “the facilitator regards himself or herself as a flexible resource…” and responds with “empathic understanding” (Knowles, 2005 pp. 85-86). O.1 Sample Lesson Design

8. Consistent Form Why is it important to be consistent in the e learning environment? Answer: Keller’s ARCS Model of Motivation- Attention, Relevance, Confidence, Satisfaction When all faculty members use the same model of design, students come to anticipate familiar structure thus able to navigate hybrid and online courses independently, confidently, and experience satisfaction. (Adult Learning Principle). Example Form: READ, WATCH, DO O. 2 Sample CMS Module Design

9. Fin Course Review O. 2 Observation 1. : Course Objectives Student – Centered Facilitation: Should the objectives be numbered and then linked from the syllabus to the Learning Modules? How will the “Goals” be assessed? Examples How will we know if the goal is met?

10. Observation 2. Organization Strengths – icons, headings, learning styles Weaknesses - Distractions-flow/sequence Suggested Revisions: Actual O. 2 Module Checklist Welcome Video Motivational tools on “Home” page Activate prior learning with questions Label LO to activities and assessments Use “Action” icons Fin Course Review

11. ECO Course Review O. 2 Strengths-Course facilitation/Delivery: Form “Read, Watch, Do” Weakness: Coordinating Icons; too much text Suggested Revisions: Checklist-Order Events of Instruction Reorganize according to model- Graphic Organizer Label assignments/assessments with LO Access: Link lectures and activities right into the Modules (1 click) Embed videos (ensure links work) into Modules Create a checklist Actual Observation 1. Overwhelming Data

12. Learning Objectives- LO LO 1. Define termsLO 2. Discuss concepts LO 3. Demonstrate understanding through application  Module 1- Supply & Demand  1. Chapter 1- Textbook  2. Chapter 1 PPT- Notes  3. Chapter 1 Video  4. Discuss Ques.  5. Review Class Examples/Old Problems  6. EOC Solutions  7. Study Group  8. Quiz Sample Checklist

13. Let’s Review Student – Centered Learning Environments are designed with a systems’ design, guided with Adult Learning Principles, and are facilitated using strategies to engage and encourage the construction of new knowledge. O. 3

14. Q & A O. 3

15. References Knowles, M.S. Holton, E. F. and Swanson, R. A. (2005). The adult learner: The definitive classic in adult education and human resource development (6 th ed.). Burlington, MA: Elsevier Inc. Smith, P. L. & Ragan, T. J. (2005). Instructional design (3 rd ed.). Hoboken, NJ: John Wiley & Sons