Difference between revisions of "Instructional Design"
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{{Term|INSTRUCTIONAL DESIGN (ID)|Systematic process of designing learning activities and instructional materials using instructional theory and models to ensure the quality of the products. Instructional design theory and models are a set of specification for the development, implementation, evaluation, and maintenance of tasks and environments that can facilitate learning. By following instructional design, designers increase the likelihood that their course designs will be appropriate and effective. The most basic form of the instructional design model is a five-step process: <ref>Rapid Instructional Design, Learning ID Fast and Right. George M. Piskurich, 2006</ref>}} | {{Term|INSTRUCTIONAL DESIGN (ID)|Systematic process of designing learning activities and instructional materials using instructional theory and models to ensure the quality of the products. Instructional design theory and models are a set of specification for the development, implementation, evaluation, and maintenance of tasks and environments that can facilitate learning. By following instructional design, designers increase the likelihood that their course designs will be appropriate and effective. The most basic form of the instructional design model is a five-step process: <ref>Rapid Instructional Design, Learning ID Fast and Right. George M. Piskurich, 2006</ref>}} | ||
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See also: [[Assessment]], [[Learning Objectives]]}} | See also: [[Assessment]], [[Learning Objectives]]}} | ||
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Revision as of 14:26, 17 May 2010
 INSTRUCTIONAL DESIGN (ID) |
| Systematic process of designing learning activities and instructional materials using instructional theory and models to ensure the quality of the products. Instructional design theory and models are a set of specification for the development, implementation, evaluation, and maintenance of tasks and environments that can facilitate learning. By following instructional design, designers increase the likelihood that their course designs will be appropriate and effective. The most basic form of the instructional design model is a five-step process: [1] |
| Process step | Content |
|---|---|
| Analysis | Analyzing the need for instruction, curriculum requirements, the limitations and resources available |
| Design | Analyzing the instructional goals, learner’s needs, constructing assessments and their prior knowledge |
| Development | Determining instructional strategies and selecting instructional media that best facilitates student understanding of new knowledge and supports the instructional strategies |
| Implementation | Implementing the design: teaching/learning experience and student understanding |
| Evaluation | Examining the actual lesson or course you designed: evaluate the connection between goals and understanding, effectiveness of instructional strategies |
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|
 Web Resources |
| Below you have a list of resources that provide additional information on different aspects of Instructional Design. |
| Link | Content |
|---|---|
| Storyboarding Strategies for Effective e-Learning | Storyboards are the blueprints for e-learning courses. They define all aspects of the training so you can reach a consensus on the design before investing in the development. In this short course, you will learn why it’s important to develop storyboards; the components of an effective storyboard; your roles and responsibilities as a storyboard developer; and some tips for writing storyboards. (Video, 10 minutes) |
| Assessments in e-learning | This slideshow presents some of the basic concepts related to the development of good learning objectives and to the importance of measuring learning. It also presents different types of assessment. |
| Accelerated Learning: The Extreme Training Makeover | This video is an introduction to the concept of Accelerated Learning (AL), a system for speeding up and enhancing both the training design and the learning process. It touches upon fundamental concepts of instructional design, such as the importance of social interaction and the fact that a learning process is not sequential. (Video, 22 minutes) |
| Five Tips for Type in Online Learning | Short article dealing with the proper use of type, colors, italics, underline, capitals and bold in online courses. The article is particularly considers that aesthetics, in the sense of how effectively it is utilized to facilitate and support learning, is an element taken into account in quality standards criteria for eLearning. |
| Instructional Design by Example | Website which offers examples of e-learning courses from multiple sources. It aims at providing inspiration along with details instructional designers need when planning, designing, developing, and delivering instructional content. |
| How Fonts Take a Starring Role in Your E-Learning Courses | Blog post that explains how the font used plays a central role in an e-learning course. It includes a series of guidelines to select the best font for a course. The article is posted on The Rapid E-Learning Blog - a blog that shares practical tips and tricks to help design e-learning courses in an effective way. |
| Key elements of instructional design | List of posts on The Rapid E-Learning Blog which explore key elements of instructional design. They can be useful to help instructional designers to build effective courses. |
| Visual & Graphic Design | List of posts on The Rapid E-Learning Blog which provide visual design basics and give practical graphic design tips and tricks in order to build the right type of graphics when designing courses. |
| Designing the Right Course | List of posts on The Rapid E-Learning Blog which explain how to organize content in order to create the right type of e-learning course, starting from course structure to creative ideas for course design. |
| Basics of rapid e-learning | List of posts on The Rapid E-Learning Blog which illustrate the basics of rapid e-learning. |
References
- ↑ Rapid Instructional Design, Learning ID Fast and Right. George M. Piskurich, 2006