2. INSTRUCTIONAL ELEMENTS IN THE DESIGN PHASE

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INSTRUCTIONAL ELEMENTS IN THE DESIGN PHASE

Maria Regina Jaga, S.Pd.,M.Pd.,MS.ECE

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Instructional Design: Focuses on the step-by-step instruction Are ‘how to’ based documentation Focuses on the holistic training or whole learning for users Might encompass teacher as a writer, designer and project management Less linear in thought

Some people clarify the terms by saying that curriculum development is what students will learn, while instructional design is how students will learn it.

What is the reason for instructional design in learning?

Effectiveness,

consistency

efficiency

5- Video

3- Quote

6- Process

1- Section

2- Text

4- Image

10 ELEMENTS IN THE DESIGN PHASE;

12- Thanks

11- Team

9- Map

8- Timeline

10- Data

7- VS

1. DESCRIBING THE GOALS

- Teaching of EFL is based on curriculum - Curriculum contain goals - These goals are elaborately described to determine what students will be able to do that demonstrate competency in the goal

02

IDENTIFY AND SEQUENCE THE OBJECTIVES

• Instructional Objective: a statement that describes an intended outcome of instruction (Mager, 1984) • Is stating an objective important to you? • Sequencing refers to putting events or information in a specific order. The ability to sequence requires higher-order thinking skills, from recognizing patterns to determining cause and effect and more. Sequencing helps students understand and organize material they’ve learned as well as helps them solve problems.

03

IDENTIFY INSTRUCTIONAL MATERIAL

• It’s about necessary information for learning. • It’s about instruction (ways) to present information • Put into meaningful organization • All the materials should be linked back to learning objectives/goals

4. IDENTIFY EXAMPLES TO SUPPORT INSTRUCTIONAL MATERIAL

• Examples: verbal/graphical information about how information is presented to learners

• Forms of examples: written/spoken/voiced examples, pictures, graphics, analogies, research results

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5. DESIGN PRACTICE ACTIVITIES

• • What is practice?

• Why give practice?

• What do teachers do after giving practice?

6. PROVIDE FEEDBACK

• What is feedback? • Why do teachers give feedback?

7. REVIEW KEY POINTS

• Review is to go over a subject again as part of study • A review is also a critique of something—a look at something’s good and bad points. • Reviewing key points means concluding/outlining the given information/knowledge. It reinforce the skills and knowledge learners should have acquired. • Usually given before giving tests.

8. DESIGN ASSESSMENT

• Assess (measure): evaluate or estimate the ability or quality of someone/something • Assessment: the act of assess/measure • Why give assessment? • How to design assessment? It should assess what learners have studied – which is in line with learning objectives. Assessment also focuses on learning outcome.

9. DESIGN INSTRUCTIONAL TECHNOLOGY

Remember: The purpose of using media & technology is to magnify learning not mastering the technology.

• It’s about selecting appropriate media & technology used in presenting material.

• The media & technology should be chosen based on learning outcome, teaching-learning strategy, learners’ characteristics, & classroom setting.

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10. IDENTIFY INSTRUCTIONAL STRATEGY

• Instructional strategies encompass any type of learning technique a teacher uses to help students learn or gain a better understanding of the course material. • Make the learning experience more fun and practical and can also encourage students to take more of an active role in their education. • Strategies in what learning approach to be used, presentation (lecturing), interaction (case study, project, demonstration, GD, SGD), testing.

Do teachers make good instructional designers?

YES. Why?

NO. Why?

Assignment

reference

Norbert M. Seel, Thomas Lehmann, Patrick Blumschein, Oleg A. Podolskiy. 2017. Instructional Design for Learning Theoretical Foundations. Sense Publishers

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Thanks!

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