"Hello there, stand, support, and create the unimaginable experience for those who crave it."
Author: Esther Cruz
The role of Instructional Designers
The instructional designer's role in the 1940s was to develop training material for world war II, hundreds of film strips making the initiations of technology for education and training. The role of the designer is important concept to have knowledge and confidence to deliver learning experiences identified by the educator to increase learning goals. The target audience must be analyzed to close any gaps of misunderstandings or misinformation. Analyzing content is important to ensure the information is appropriate and deliverable. Designers rely on the three learning theories to deliver educational content and although there are many ways to educate the design is important to deliver information to people who are able to retain and learn. Most adults are visual learners the delivery methods teachers create need to focus on their audience and how the students retain new content.
Evaluate the effectiveness of the program
Implement learning programs
Identify Learner Needs
Determing Learning Objectives
Design the learning architecture structure and sequence
Instructional Technology
Designers
Role
Create engaging and impactful learning experiences
Develop assessment in line with learning objectives
Develop learning materials
Create program evaluation tools
Model's of Instructional Design
#1 Robert Gagne's
Gagnes nine event focus on each individual lesson that is taught. After observing thought process of adults with mental challenges he focused on achiving specific learning goals. In gagnes model the steps are meant to be used in order like lists of items taught in the lesson. Intented for teachers, trainers, instructiors and instructional designers. This model is also intended for mental disorders as this model is dependent on the student/instructor interaction.
1. Gain your learners attention
-
Tell a joke
-
Play a game
2. Inform learners of the objectives
-
Create an objective slide
-
Explain how this information will benefit the learners
3. Stimulate recall of prior learning
-
Ask questions
-
Pop quizzes
4. Present the learning content
-
Assign books
-
watch videos
5. Provide guidance for learning
-
Provide expectations
-
Write clear and concise
6. Elicit performance
-
Activities, projects, and writing assignments
-
Role-playing situations
7. Provide timely feedback
-
Personalized feedback on assignments
-
Use peer-evaluation
8. Assess performance
-
Include pop quizzes
-
Use written exams
9. Enhance retention and transfer
-
Use real-world practice
-
Interactive elearning activities
ETEC: 5440 Instructional Design Model Robert Gagnes
#2 ADDIE Model
ADDIE model is intended for any audience. From K-12 teaching lessons to develop corporate training programs. Addie model is geared more towards the entire design of a course. The model is generic enough for any type of audience. This model is in sequential order from analysis to evaluation.
.jpg)
Identify the learners needs to understand gaps and identify goals and objectives. Ask, who, what, where, when and how? The analysis phase you should have a plan for your elearning course and know your training needs.
ETEC:5440 Analysis
.jpg)
ETEC: 5440 Design
In the design phase you make the creating learning program. Structure the content by using videos or graphics to create the length of time for each lesson. You can create a story board, of your entire elearning course. By the design phase you should have an outline overall design and story board completed.
.jpg)
In the development phase you are creating and devloping your elearning course. Bring those content ideas to life, means creating graphics, recodings videos, carefully selecting fonts and colors building the course. Anything that has to do with creating the actual end-product for your learners.
.jpg)
ETEC: 5440 Development
ETEC: 5410 Development
ETEC: 5440 Implementation
In the implementation phase you have created, tested and approved for your learners to take the course. The elearning course should be available for users to begin completing.
.jpg)
After the elearning course is designed, developed and implemented you will have to gather feedback, one unique feature of the ADDIE model is the continuous cycle. The end of evaluation you should have your detailed infomration what needs revision and improvement fo the course.
ETEC: 5440 Evaluation
#3 SAM MODEL
SAM is a development model producing new training programs with periodic reviews and evaluations to accelerate the process and improve course outcomes. Serves as a rapid design and development model that uses shortened agile steps create holistic and flexible projects. For K-12 and corporate training programs.
What's the difference between
ADDIE & Gagnes?
When designers use the ADDIE Model the sequential order from analysis to evaluation need to be followed to design a course. When a designer uses gagnes model it is intented to achieve a goal using stimuli. In comparison to the addie model there are different levels created to incease student/instructor interaction. In the ADDIE model there is more room to structure the student/instructor interaction as there is more time to taech a course vs with gagnes there are lessons within the material created for the student/instructor interaction. If I was the designer I would use gagnes model to teach the syllabus and projects. I would use ADDIE to design a corporate training program.
Design Reflection
WPM Certificate
Asychrounous
By: Esther Cruz
ETEC 5440: Reflection
As an educator, knowing the importance of retention increases students' overall performance, but the learning motivation is higher in return of investment. I experienced both scenarios this semester where 11 students/1 teacher participated in the analysis phase and the in evaluation phase there were 2 evaluators. The participants were given same delivery methods; 3 totoal out of 11 students "chose" to participate. Only 1 achieved a score 65 wpm and recieved a certificate. Both evaluators were participants/designers and needed zero instructor/student interaction during the implementing phase. As a result the 3 students who completed the course, 1 achieved passing score earning a certificate 2 passed with an advanced level. Still, there was very low participation with only 3 out of 12 in the class of ETEC:5440. In the evaluation phase the notification was sent a total of 4 days in comparison to the 48 hours in response rate in the analysis phase. Next semester for ETEC:6440, I look forward to designing a course with a motivating incentive design in hopes to increase student participation in an asynchronous environment where there is zero student/instructor participation.
#4 Dick & Carey Model
The instructional design model system is designed to learn if the instruction material is effective and if there needs improvement during the evaluation process. The definition of instructional design according to Dick. et. al., (2022) is to provide learning with a purpose through an instructional system. The major components of all system approach models include analysis, design, development, implementation, and evaluation.
In the Dick and Carey model, the first step starts the analysis by identifying instructional goals, the second step conducts Instructional analysis, and the third step analyzes learners and contexts. Once the instructional analysis is complete then the next step is to design and write performance objectives to identify skills needed to be learned. After the objectives are created the designer will develop criterion-referenced test items for learners to achieve the skills required. Now the designer is in development ready to develop an instructional theoretically based strategy. The next step is implementation to develop and select instructional materials such as using PowerPoint, multimedia, and web pages for e-learning. The next step is the evaluation by using the draft constructed in the previous step to design and conduct a formative evaluation. The final step is to revise the draft of development. In the revision step, the designer will revise instructions to make sure the material developed is effective.
Design Reflection
ETEC: 6440 Instructional Design
Let's embrace non-verbal communication through digital diagnostics
By: Esther Cruz
Approved by the dental board of California
ETEC 6440: Reflection
As an educator, knowing the importance of retention increases students' overall performance,. Teaching with a purpose and inspiring motivation is higher in return of investment. In ETEC: 6440, I designed a course with motivating as the incentive in gaining knowledge about advanced technology. As a countinuing education provider the design is developed to increase student participation in an asynchronous environment where there is zero student/instructor participation. The design of the delivery instruction can provide an in-person strategy but this course model is designed for an asychrounous environment for distance learning. The ability to discuss advanced technology for the state of California and it's requirements for operating the equipment is necessary. I plan to speak at conferences in an online or in-person environment to decrease misdiagnosis and bring awareness to proper record documentation by emphasizing on effective communication strategies.