Instr Dvlpmnt Part I
Instr Dvlpmnt Part I EIST 6130
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This 49 page Class Notes was uploaded by Aaliyah Jacobs on Sunday October 25, 2015. The Class Notes belongs to EIST 6130 at University of North Carolina - Charlotte taught by Charles Hartshorne in Fall. Since its upload, it has received 15 views. For similar materials see /class/228932/eist-6130-university-of-north-carolina-charlotte in Educational Instructional Tech at University of North Carolina - Charlotte.
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Date Created: 10/25/15
Design EIST6130 Instructional Development UNCC Fall 2006 Outcomes of Instruction Educational Goals Proximate Goals O bjectives As 39a means of differentiation Learning Outcomes Intellectual Skills Procedural Knowledge Cognitive Strategies Metacognition Verbal Information Declarative Knowledge Attitude Affective Domain Motor Skill Performance Brief Needs Analysis Review 5 Types of Need Normative need I Felt need I Expressed or Demanded need I Comparative need w Anticipated or Future need Process Determine the present condition I Define the job I Rank the goals in order of importance r Identify discrepancies w Determine positive areas w Set priorities for action Front End Analysis Audience Technology Critical incident S ua onal Objective Media Extant data quot Costbenefit Audience Analysis Background and learner characteristics Experience with training medium Learner preferences Language ability Previous training Special requirements Document audience analysis results Technology Analysis 7777777 Situational Analysis Analyze the job environment Physical and environmental factors noise ventiation temperature Management support of training and development Teamwork Empowerment Delegation and control Feedback Work processes and policies Safety issues Coaching and mentoring Situational Analysis cont Analyze delivery environment Access to facilities Availability of instructors mentors Physical and environmental factors such as noise etc Document the results Task Analysis Breaking the job down into duties and tasks Determining the knowledge skills and attitudes that job performers must have Determine the position title from needs assessment Identify all jobsrelated duties Break dOWn job into major areas of responsibility Write duty statements for each area Identify all tasks Order the tasks Document Analyze the task list to determine the duties and tasks that are presently being performed well and those that are lacking Use focus groups observations direct interviews questionnaires Determine critical tasks Determine important but nonessential tasks Determine tasks you will deselect Document results 1 FR D H r D quot I 3 x I 3 x A b r n V le 3w rim j 7 Lji t39 V 51 1 u k C Decide on domains of each task Decide on level within domain of each task Write goal statement Write performance objectives for each task Engage in a group discussion Separate terminal objectives enabling objectives Separate lesson objectives from performance objectives Media Analysis Match outcomes to the appropriate media 1 Match media advantages and limitations r Compare results and decide on the media Cost factors delivery factors maintenance factors Document the results Extant Data Analysis Does the solution already exist Eliminates development costs No need to reinvent the wheel Identify likely sources of information Collect information and existing Course materials Compare information Buy or build Cost Analysis Cost benefit Analysis Will the project go Return on Investment Analysis Is it working Intellectual Skills and Strategies Levels of Complexity in Intellectual Skills Problem Solving Require prerequisite rules Rules and Principles Require prerequisites concepts Concepts Require prerequisite discriminati ons Discrim inations Require prerequisite capabilities Varieties of Learner Strategies Rehearsal Strategies r Elaboration Strategies r Organizing Strategies r Comprehension Monitoring Strategies w Affective Strategies w Other Organizational Systems Learner Characteristics Characteristics to Consider Social Background r Experiential Level I Developmental Level I Motivational Level w Content Knowledge w Learning Style Social Background Respectful r Tolerant r Sympathetic r Empathetic w Cooperative Expe en alLevel Readis r Extensive Interests I Study Skills I Travels Widely Motivational Level Energetic r Persistent r Showslnitiative r Enthusiastic w Curious Developmental Level Rational r Quick to Learn I Can Integrate Ideas r Contemplative w Good memory Content Knowledge Possesses Prerequisites Mastered Skills Bey0nd Expectations Learning Styles Predisposition to use particular behaviors when searching for meaning 39 Models SwassingBarbe Dunn amp Dunn Hill Educational Cognitive Style SwassingBarbe Visual Auditory Kinesthet ic Dunn Dunn Environmental Emotional Sociological Physical w Psychological Hill s Educational Cognitive Style Symbols in the Environment People Cultural Determinants Reasoning Patterns Determining Learning Styles Interest Inventory Performance Test Battery Empirical Mapping Observation Sources for Determining Learning Characteristics Social Background r Experiential Level I Developmental Level I Motivational Level w Content Knowledge w Learning Style Inventories Tests Observations Objectives An objective is an intent communicated by a statement describing a proposed change in a learner Type 1 Components 39 Situation Context in which outcome will be performed Type of learning to be performed Learned capability Content or object of the performance Observable behavior Action verb Tools constraints conditions TYpe 2 Objectives Audience Who is doing EX First grade science student EIST614O instructional development student Bank cashier trainee Behavior A verb describing Observable and measurable Something that we can hear or see w Example State differentiate throw distinguish compare explain w Avoid words that are open to interpretation understand learn fully appreciate Condition Limitations or aids the student when a behavior is being evaluated Ex Within 6 minutes Using a rope Using a calculator From memory Degree Acceptable performance The level to which a behavior must be performed Example With 80 accuracy By addressing the type of rock By indicating its state of matter Objectives may be stated as Terminal End result Ex Unit objective Enabling Learning which leads to the end result Subobjectives Objective Domains Co gnitive Psychomotor Affective Cognitive Evaluation r Synthesis r Analysis I Application w Comprehension w Knowledge Psychomotor Complex overt response I Mechanism r Guided response 39 8291 M Perception Affective Characterizing Organizing Valuing Responding w Receiving Learning Objectives vs Learning Activities Learning objectives are outcomes or ends Learning activities are means or ways Why behavioralize objectives Reduce ambiguity of teaching procedure Ensure that you test for the purpose you profess Enable you to determine teaching effectiveness Generate an obje39ctivest39rategyme diumcriterion match for the prototype List in their learning sequence the Specific objectives for instruction List the inclass instructional activities according to the planned sequence of their occurrence List the outofclass instructional activities according to the recommended sequence of their occurrence List and number according to the sequence of their planned occurrence any resources required In parentheses after each of the listed activities write the codes for objectives resources and test items relevant to the activity
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