Instr Dvlpmnt Part II
Instr Dvlpmnt Part II EIST 6140
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This 23 page Class Notes was uploaded by Aaliyah Jacobs on Sunday October 25, 2015. The Class Notes belongs to EIST 6140 at University of North Carolina - Charlotte taught by Charles Hartshorne in Fall. Since its upload, it has received 24 views. For similar materials see /class/228933/eist-6140-university-of-north-carolina-charlotte in Educational Instructional Tech at University of North Carolina - Charlotte.
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Date Created: 10/25/15
Planning Partl EIST6140 Instructional Development UNCC Analysis 5 Types of Need Normative need Felt need Expressed or Demanded need Comparative need Anticipated or Future need Needs Analysis Collect information two or more ways 7 Triangulation Obs ion 7 Most directrnetnod e Often uble i Interviews Easie metimes inaccurate Documentation Review oilting at records 7 Accessibility of data is an issue Needs Assessment Matrix Observations Interview Documentation Audience Observe in Audience ur Revievv individual envirunrnent supewisurs recurus Tasks Observe audience interview expert of Reviewiub perfurrning performers descriptions pulley statements truubie repurts Co ntent Observe ereatprs interview SME s Revievv prpduet ufpruduct pul plans specs et ieyrnatersl managers Questionnaire Set of questions to which a person responds Anonymous or not may include demographics Multiple delivery methods racetorace online via mail etc Use different types ofquestlons s ould ottake more than 1015 minutes Advantages e Anun ity e Emci nt 7 Easyt multiple audience r s 7 Many differentquestiun types can be used upenended mulnple EhDiEE ratingsrankings Litertrscale e Largersampie Disadvantages e Easytudesign butqualityisverytimercunsuming e Distributiurl pruressing analyzing repurting all take time 7 Lackufflaibiity 7 Low respunse rates are cummun Interview Set of questions asked by Facetoface phone ema nonymity is an option Several types of questions openended are preferred one personto another il Li it to 30 minu Adva ges Alluvvs fur rneire tnuruugn expluratiun unanticipated issues 7 Can gatnera greatdeai pr inturrnatiein in a reiatiyeiy briertirne period 7 Easy tei rneidiiy between respondents new questiuns easiiy added Disadvantages a Threatening uriritirnidatirig tu surne respuriderits e Respunses rna be vynat tne respundents thinks tney Wanttu near Elias e Seneduiing e Smaller sarnpie Focus Group Set of questions asked by one person to a small group Usuaiiy conducted in person 47 peop e Anonymity Limit to 1 n Advantages optionai rnanytirnes are identified our 7 Useful fur rneire umplex eir euntruyersiai issues i 9 furrnat discussiun rnuitipie perspeetiyes rnng tu butn setup and implement a intirnidatiun by surne participants status ur pusitiun 7 Ella J 7 Seneduiing Front End Analysis Audience 7 Background and iearriercnaracteristics Technology Critical incident What is being performed Well Wnat is lacking Situational a Analyze tneiob eriyirorirnerit Objective as a Breaking the let down into duties and tasilts Media Extant data a Does the solution aiready egtltl5t7 Costbene t a Roi LearnerAudience Analysis Social Background Experiential Level Developmental Level Motivational Level Content Knowledge Learning Style TaskContent Analysis Task Analysis preparing people fora speciticioo Content Analysis educating people about a specific suoiect area Most proiects Will involve both Collect information in several ways documentation revlevv interviews ooseiv s What sort of things would be involved in a task analysis teaching students to create rollovers in Dreamvveaver of things would be involved in a content analysis industrial Revolution Task Analysis Description of the Job Tasks Tools Used standards for Performance Conditions fP rforrnanCe Content Analysis Content Description Relevant Definitions Tasks Tools Used standards of Performance Conditions of Performance Focus on structure and hierarchy Give to content experts for approval ObjectiveGoal Analysis Ruben Mager Tool forgradually refining goals and ooiectives and describing processes forwnlcn the goalsooiectives can be attained and steps 1 Write down the goals 7 Cari oe ruzzv here Just a starting point 7 Make sure this is an outcome not a process iearntu is a process 2 Write down everything someonewould have to say ordoforyou to agree that someone has achieved the goal Get it dow h ge goo e What is evidencethe goal has oeen achieved7 illl distnguish oetweenthose thatachieved and those that didn t e vvhatthings are you lEIEIKlrl fur7 7 Think of someone who has achieved the goal and write down everything do ObjectiveGoal Analysis cont Rupert Mager 3 Sort the items in step 2 7 inuve dupiicate items RewardMaury items that are rim performances Write a com piete sentence to describe each of the items on your nal list 7 WHEI is EI du Sumahing What are may EI du underwnat Eundi uns NW Eii are they Expected EI du it 5 Testthe sentences for com pietion Reporting Front End Analysis Introduction 7 intruduces rnaicir secticins er the repurt 7 intrcduces pecpie invuived inthe uiiemiun anaiysis and prcducticn cit repurt 7 Cieariy identities ciient Background 7 Whu initiated the pruiEEL anaiysis and Why7 Purposes 7 Purpcse at the anaiysis 7 Guais ncit being met issues that need tci he addressed and my Limita ions 7 Lirnitaticinstci the interpretatiun and generaiizapiiity er the anaiysis 7 Threats tci rEiiabiiity and vaiidity tn the instruments Questions 7 Specificatiun cit guesticns being addressed in the anaiysis 7 Ciear and detaiied Reporting Front End Analysis Methods 7 Anaiysistecnniques used Observations surveys intENiEWS etc pie 7 Participants in the study whc they were representative cit Instrumentation 7 AH instrurnents and tciciis used during anaiysis Results 7 Findings 7 Graphs chartsitapies Recommendations 7 Based cin resuits Summary References 0 i ll 3 Week 7 Instructional Development II UNC at Charlotte 2262008 This Meeting I Instructional Strategy Design I Selecting Educational Materials I Producing Instructional Materials I Constructing Performance Measures I Evaluating Instructional Systems nal Strategy Design 2262008 Basic Modes of Instruction I Presentation I Small Group Interaction I Independent Study Principles of Learning I Meaningfulness I Prerequisites I Modeling I Open Communication I Novelty 2262008 Principles of Learning cont I Active appropriate practice I Distributed practice I Fading I Pleasant conditions and consequences Additional Principles of Learning I Consistency I Learning Aids Delivery Systems I Lecturing I Distance Learning 2262008 Delivery Systems cont I Contract Learning I Texts I Computerbased lnstruction I Auditutorial I Multimedia Packages I Personalized System of Instruction I SelfInstructional Modules Delivery Systems cont I Discussion I Case Study I Simulation I Games I Cooperative Learning Lectures I Entry I Content I Presentation I Technology I Participation I Closure 2262008 Contract Learning I Purposes I Procedures I Products I Due Dates ComputerBased Instruction I DrillampPractice I Tutorial I Demonstrations I Instructional Games and Simulations Auditutorial I Auditory Stimulus I Lab Environment I SelfInstructional 2262008 Personalized System of Instruction I Large Group Instruction I SelfInstructional I Mastery Testing Discussion I Beginning I Functioning I Barriers Games Skill I Rules I Winners amp Losers I Competition 2262008 Cooperative Learning I Positive Interdependence I Promotive Interaction facetoface I IndividualAccountability I Interpersonal and Small Group Skills I Group Processing Factors Influencing Teaching Strategies I Learning Outcomes I Size of the Group I Learning Space I Allocation of Time I Availability of Resources Istructional Strategy Matrix I lObjective IStrategy Medium ICriterion Instructional Strategy Matrix II Activity Activity Objectives Activity Type me Details Instructional Strategy Matrix III Objectives Leaming Essential Strategies Type Conditions 2262008 Educational The Communication Process Source Message Channel Receiver Single vs Multiple Channel l Single Channel 0 Communication using one sense I Multiple Channel 0 Communication using more than one sense simultaneoust Communication Barriers to Effective I Extraschool interference I Entertainment Media I PsychoIOgical Barriers 0 Limited Perception 0 Day Dreaming o Verbalism Discomfort o Referent Confusion 2262008 Educational Technology I Audiovisuals electronic media and related media that serve instructional functions as well as informational and motivational purposes Selection Rule If the educational technology has the potential of implementing a particular oblective the educational technolow should be integrated into a lesson 2262008 Other Selection Factors I Appropriateness I Availability I Cost I Technical Quality I Level of Sophistication Educational Technology Print Still Projected Visuals Nonprojected Audio Multiple Channel Simulations and Games I Computers l I Books I Magazines I Newspapers I Brochures I Handouts 2262008 Still Projected Visuals I Overhead Transparencies I 35 mm Slides I Filmstrips I Opaque Projection NonProjected I Chalkboard I Dry Erase Board I Magnetic Board I Bulletin Board I Photographs and Prints I Models Audio I Radio I Cassette Audio Recorder I Card Reader I CD s I MP3 I MiniDisks Multiple Channel I Motion Picture Film I Video Tape I FilmstripRecords I SlideAudio Cassette Tape 2262008 Simulation and Games I Games I Simulations I SimulationGame Computers I ComputerBased Instruction I Tools I Internet I Multimedia Presentations Educational Technology Selection Models I Merrill and Goodman I Rapid Prototyping I ObjectiveStrategyMediumCriterion Match I Lesson Planning I Storyboarding 1 2262008 Produci 9 Instructional Production Process I Acquire design specifications forthe instruc ion Complete a job work breakdown structure forthe I roduction I rolect Divide large group work breakdown structures into subprojects Assign subprojects Deliver production elements to prototyping team I Cost issues 2262008 Program Evaluation and Review Technique PERT I Systematic programming timing and costing technique for measuring monitoring and controlling the development of a project I See Gentry pp 128131 Constru ting Performance s Constructing Performance Measures I Evaluations are conducted to gather data for decisionmaking purposes 2262008 Types of Evaluation I Diagnostic I Forma ve I Summative Diagnostic I Purpose I VVhen I Types of Items I Reporting Formative I Purpose I VVhen I Types of Items I Reporting 2262008 Summative I Purpose I VVhen I Types of Items I Reporting Reference Measures I Normreferenced I Criterionreferenced Principles of Criterionreferenced Measures I Clarity of the domain I Objectives need to be stated in behavioral terms I Match behaviors and conditions 2262008 Principles of Criterionreferenced Measures I Clearly stated standard or degreecriterion I Select an appropriate sampling of behaviors I Establishing a reporting system to describe what has been learned Selection Type Tests for Cog Domain I Multiple Choice I Matching I TrueFalse Supply Tests for Cog Domain I Short Answer I Essay 2262008 Measures for Psychomotor Domain I Checklists I Performance Rating I Anecdotal Observations I Product Rating Measures for Affective Domain I Questionnaire I Rating Scales I Observation I Interview m Questions rhartshounccedu
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