B. Coleman ID and ModelCourse

ID Theory and Model

Interactive and effective learning

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Introduction

Instructional design is the act of designing and organizing experiences and resources meant to enable students to effectively grasp and apply ideas. It guides how lessons are taught and organized using constructivism, cognitivism, and behaviorism among learning theories. Models like ADDIE and Bloom's Taxonomy enable educators to create courses with well defined goals, activities, and assessments meant to improve student learning results. What is Instructional Design? Process of planning and creating learning materials and experiences. Learning Theories Used: BehaviorismCognitivismConstructivism Instructional Models: ADDIEBloom's Taxonomy

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Index

Objectives

Modules

Activities

Evaluation

Certificate

Survey

Objectives

Models

Theories

Instructional Design

You will outline the key phases of the SAM (Successive Approximation Model) instructional design model, including the iterative process of design, development, and evaluation, so you can effectively apply SAM principles to create responsive and adaptive learning experiences.

By the end of the lesson, you should be able to explain the principles of Adult Learning Theory, including concepts such as self-directed learning, experiential learning, and the importance of relevance in adult education, so you can effectively apply these principles in designing learning experiences for adults.

Students will be able to describe the key components of Instructional Design, including its purpose, relevant learning theories, and common instructional models, so they can understand how effective learning experiences are created.

Modules

SAM- ID (Instructional Design) Model

Instructional Design

Adult Learning Theory

This Adult Learning Module provides an overview of key principles and practices in adult education, focusing on self-directed learning, experiential learning, and the application of Adult Learning Theory to design effective and engaging learning experiences for diverse adult learners.

Introduces foundational concepts, theories, and models of instructional design, equipping participants with the skills to create effective and engaging learning experiences tailored to the needs of various learners.

This SAM (Successive Approximation Model) module covers its iterative process for designing learning experiences, focusing on collaboration, rapid prototyping, and continuous feedback to enhance instructional effectiveness.

Module 1

Summary

Adult Learning Theory, also known as andragogy, is a concept that has been around for years. It highlights the distinct ways adults best respond to learning and it’s a must-know for any training provider. Adult learning is a relatively simple theory to grasp, so let’s explain what it is and how its principles can be applied to your corporate learning strategy.

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We will learn no matter what! Learning is as natural as rest or play. With or without books, inspiring trainers or classrooms, we will manage to learn. Educators can, however, make a difference in what people learn and how well they learn it. If we know why we are learning and if the reason fits our needs as we perceive them, we will learn quickly and deeply - MALCOLM KNOWLES

5 Key Assumptions of Knowles’ Adult Learning Theory

Module 1

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1. Self-Concept As we grow older, we shift from being dependent to being more independent. Therefore, how we prefer to learn changes from being instructor-led to a more self-directed approach. 2. Adult Learner Experience Adults have lots of experience from which they draw knowledge and references. We can take from these experiences and learn from them. 3. Readiness to Learn Adults want or are ready to learn when there is a reason, such as when it’s directed towards growth and development related to their work.

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4. Orientation of Learning As adults, we want what we are learning to be actually applicable to our everyday lives, instead of being general learning about a subject. We want to learn practical skills that help us solve problems and work better. 5. Motivation to Learn As children, we learn because of external factors, like parents and teachers. However, as adults we want to learn for our own reasons, for example, to progress in work or to boost self-esteem.

Module 1

Key concepts of Adult Learning Theory emphasize that adults often prefer self-directed learning, taking control of their own educational processes by setting goals and identifying resources. They learn best through experiential methods, where practical, hands-on activities related to real-life situations deepen understanding and retention. Relevance is crucial; adults need to see how what they are learning applies to their personal or professional lives to stay engaged. Additionally, adult learners bring a wealth of prior knowledge and experiences to the learning environment, making it essential for instruction to build on this background. A problem-centered approach is also important, as adults are often motivated by solving real-world problems, so instruction should focus on applying knowledge to practical situations. Finally, adult learners appreciate being treated as equals in the learning process, making collaborative environments that promote discussion and shared experiences key to enhancing their learning experience. These concepts guide educators in creating effective and engaging learning experiences for adult learners.

Concepts of Adult Learning Theory

How to Apply Adult Learning Theory to Corporate Learning

3. Enable self-directed learning

1.Analyze your learning with the theory in mind

Allow adults to train when and where they want, offer them a selection of courses that they can choose to enroll in and enable them to have their own distinct learning goals.

assess how previous training performed and whether it may or may not have fitted into the framework

2. Collaborate on the learning you’re providing

4. Use real-world learning examples

Adults like to know how the training will have an immediate application and benefit for them.

During learning, encourage collaboration, opinions, and discussions with other learners and instructors

Module 1

5. Let your learners figure it out themselves

6. Experimentation is key

Take pieces of the theory and apply it to your employee or customer training and see how it improves your learners’ experience.

You can do this in a few simple ways, including adding assessments and simulations that outline specific problems a learner might actually encounter, and then getting your learners to use their skills to overcome it.

Module 1

Conclusions: Adult Learning Theory highlights the unique needs and motivations of adult learners, emphasizing self-directed and experiential learning as critical components of effective education.

Additionally, fostering respect and collaboration within the learning environment encourages active participation and shared insights, making the educational process more meaningful and impactful for adult learners.

By allowing adults to take control of their learning, connecting new concepts to real-life experiences, and ensuring that instruction is relevant to their personal or professional goals, educators can enhance engagement and retention.

These key principles are essential for designing effective and engaging learning experiences tailored to the diverse needs of adults.

Recognizing the value of adults' prior knowledge and providing opportunities for problem-solving in real-world contexts further enriches the learning experience.

Module 2- Instructional Design

Summary

Creating efficient, effective, and interesting learning opportunities is known as instructional design. It structures courses, activities, and assessments to fit students' goals and objectives utilizing learning theories and models include ADDIE and Bloom's Taxonomy. The objective is to guarantee that education is orderly, quantifiable, and customized to raise trainee or student performance.

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Module 2

Instructional Design emphasizes technology integration, active learning, and ongoing assessment to enhance engagement and outcomes. As a rapidly growing field, it offers opportunities for professionals to create innovative, flexible learning solutions tailored to diverse audiences and needs.

Module 2

Use videos!

Multimedia content is essential in a presentation, to leave everyone speechless. Also, this way you will synthesize the content and entertain your audience.

Module 2- Instructional Design

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Module 2- Instructional Design

Conclusions

Through models like ADDIE and SAM, Instructional Design emphasizes structured processes, technology integration, and continuous feedback to enhance learner engagement and outcomes.

Instructional Design is a dynamic field that integrates learning theories and models to create effective, learner-centered educational experiences across various sectors, including education and corporate training.

Instructional Design continues to be a critical tool for creating relevant, engaging, and effective educational experiences in both traditional and digital environments.

Instructional Design offers versatile career opportunities beyond the classroom, enabling professionals to design innovative learning solutions for diverse audiences

Module 3: SAM (Successive Approximation Model)

Summary

In instructional design, SAM stands for a flexible, iterative approach to designing learning experiences. It emphasizes continuous improvement through rapid prototyping, collaboration, and frequent feedback, allowing for more adaptable and responsive instructional solutions compared to linear models like ADDIE.

Module 3: SAM (Successive Approximation Model)

SAM (Successive Approximation Model) is one of the many models of instructional design. It is a flexible approach to creating lessons or training programs. Instead of following a strict step-by-step process like traditional methods, SAM encourages teachers to quickly design and test parts of a lesson, get feedback, and make improvements along the way. It’s more like "build, test, fix" in small chunks, helping you adjust and improve lessons faster based on what works for students.

Module 3- SAM (Successive Approximation Model)

Include infographics in your creations

Prep

Implementation

Iterative Design

Structure

Communicate

Module 3

Module 3: SAM (Successive Approximation Model)

Conclusion

Ultimately, unlike conventional, linear models, the SAM (Successive Approximation Model) presents a dynamic and adaptable method to instructional design. Emphasizing iterative development, SAM lets teachers and designers produce constantly improved instructional tools depending on real-time comments. Because classes may be customized to better fit the needs of students, this adaptability not only creates a more responsive learning environment but also improves engagement and efficacy. The emphasis on fast prototyping and teamwork fosters an innovative culture that helps teachers to try out fresh ideas and techniques more easily. Moreover, whether in a classroom, corporate training, or online environment, SAM's disciplined but adaptable architecture serves many learning settings. Teachers can feel more free to take chances and investigate innovative ideas by separating the design process into reasonable segments, therefore overcoming their fear of major failure. In the end, SAM places instructional design as a cooperative and iterative process that gives learner requirements top priority, therefore assuring that educational experiences are not only relevant but also powerful in developing strong knowledge and skill development.

Activities

Activity 1

Test your knowledge on Malcolm Knowles' assumptions on Adult Learning Theory.

Activity 1

Click only on the correct concepts

Click the 4 of the 5 Theories of Assumption of Malcolm knowles

Self- Concept

Books

Adult Learner Experience

Quiz

Illustrations

Orientation of Learning

Readiness to Learn

Video

Check

Activity 2

00:10

Click Materials needs for instructional Design

We are able to understand images from millions of years ago, even from other cultures.

Instructional Design Software is crucial for a succesful course.

We need to interact with each other. We learn collaboratively.

We avoid being part of the content saturation in the digital world.

Evaluation

Evaluation

Let's apply what you've learned in this course.

Evaluation 1/5

00:30

Evaluation 3/5

Evaluation 4/5

Evaluation 5/5

Certificate

You HAVE SUCCESSFULLY COMPLETEd THIS COURSE!

Congratulations!

Certificate of achievement

You've officially leveled up in the game of Instructional Design—where creating engaging learning experiences is the ultimate boss fight. Now go forth and design like the educational wizard you are! 🧙‍♂️✨

Your dedication and hard work have paid off, and this achievement is a testament to your commitment to learning and personal growth. We look forward to seeing how you apply your newfound knowledge and skills in the future!

September, 2024

Survey 1/5

CLARITY AND RELEVANCE OF CONTENT

Survey 2/5

course objectives

Survey 3/5

materials and resources

Survey 4/5

activities and practices

Survey 5/5

GENERAL FEEDBACK

Course completed!

Resources:

1. Collins, J. (2020, December 1). Understanding adult learning theory [Video]. YouTube. https://www.youtube.com/watch?v=QzwxxkQJhIU2. Educational Technology. (n.d.). Andragogy theory: Malcolm Knowles. Retrieved September 21, 2024, from https://educationaltechnology.net/andragogy-theory-malcolm-knowles/ 3. Friel, G. (n.d.). The Successive Approximation Model (SAM) of instructional design. Retrieved September 21, 2024, from https://www.gerardfriel.com/instructional-design/sam/ 4. LearnUpon. (n.d.). Adult learning theory. Retrieved September 21, 2024, from https://www.learnupon.com/blog/adult-learning-theory/#:~:text=Developed%20by%20Malcolm%20Knowles%20in,how%20it%20differs%20from%20children.

Implementation

Deploy the Instruction: Launch the finalized instructional materials.Evaluate Effectiveness: Gather feedback to assess how well the instruction meets goals. Iterate Again: Use evaluation results to make further refinements for future iterations.

Preparation

Define Project Goals: identify what you want to achieve. Gather Information: Collect data about learners’ needs and the context.

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TEACHER FACTS!

• Learner-Centered Focus: Instructional Design emphasizes tailoring lessons to meet the diverse needs of students,

• Backward Design: This approach starts by defining learning goals first and then designing lessons and assessments that align with those outcomes

• Active Learning: Incorporating activities like group work, discussions, and hands-on tasks, Instructional Design encourages active participation, which leads to better retention and engagement.

• Differentiation: Instructional design allows for the creation of multiple pathways for learning, making it easier to accommodate different learning styles, paces, and abilities in one classroom.

These principles help teachers create more structured, engaging, and effective learning environments.

Iterative Design Phase:

Develop Prototypes: Create initial versions of your instructional materials.Review and Test: Get feedback from stakeholders or learners. Revise and Improve: Make adjustments based on feedback.

Malcolm Knowles 1913-1997

Developed by Malcolm Knowles in 1968, Adult Learning Theory or andragogy, is the concept or study of how adults learn and how it differs from children. It aims to show how adult learning is distinct and identify the learning styles which suit them best.