Discussion:
Google Document:
This chapter summarizes the overall book and this course. Here, authors state their “Systems Approach” to the Instructional Design and define their model. Their model basically includes:
In this week’s class and chapter, synchronous learning strategy is used. Moreover, through online interaction, learners are aimed to be more active while describing the Instructional Systems Design and thus student-centered approach is adopted and applied. The instructor is in the position of a guide and facilitator. the instructor creates group discussions and foster questions about the concept of Instructional Systems Design.
In this week’s chapter, Adobe Connect and itslearning LMS platform are used as Web 2.0 tools. Via Adobe Connect, students are able to discuss the concept online and state their opinions in small group discussions. Also, they can follow the instructions and access this week’s readings on itslearning platform. Moreover, they can watch the class that is recorded on the platform.
This chapter focuses on the most crucial part of the instructional design process: that is, identifying the instructional goals, which are clear statements of behaviors that learners are to demonstrate as a result of instruction. Two basic methods are used to identify instructional goals: the subject-matter expert approach and the performance technology approach. The concepts discussed in this chapter are:
This chapter concludes that to define an instructional goal, these steps should be followed:
In this week’s class and chapter, synchronous learning strategy is used. Moreover, through online interaction, learners are aimed to be more active while assessing needs and identifying the instructional goal(s) and thus student-centered approach is adopted and applied. The instructor is in the position of a guide and of a facilitator. the instructor creates group discussions and foster questions about the concept of Instructional Goal. Furthermore, students try to define steps of instructional goals and state whether they prefer “the subject-matter expert approach” or “performance technology approach” and why.
In this week’s chapter, Adobe Connect and itslearning LMS platform are used as Web 2.0 tools. Via Adobe Connect, students are able to discuss the stages of instructional goals and “needs assessment” online and state their opinions in small-group discussions. Also, they can follow the instructions and access this week’s readings on itslearning platform. Moreover, they can watch the class that is recorded on the platform. While stating their opinions, students can use Open Google Document to write and develop their opinions.
This chapter deals with the general and specific entry learner characteristics, types of learners, their learning styles, and types of contexts, which are:
The chapter also explains the steps for conducting a context analysis. Steps for conducting a context analysis include:
To sum up, knowing about student characteristics, their age, gender, learning styles, preferences, specific entry skills vs. provides a potentially valuable basis for designing the instruction. Contextual analysis provides information about environmental factors that will affect the design and delivery of instruction.
In this week’s class and chapter, asynchronous learning strategy is used. Moreover, through online interaction, learners are aimed to be more active while defining the learner and contexts analysis and thus student-centered approach is adopted and applied. The instructor is absent in this learning strategy but he/she makes sure that everything is ready. The instructor creates a Google Document for students to get engaged with the stages of learner and context analysis. Furthermore, students write their opinions and answer the discussion question created by the instructor on itslearning platform and comments on their peers’ answers and try to figure out the optimal answer for the question by showing the understanding of the chapter and terms discussed in the chapter.
In this week’s chapter, itslearning LMS platform is used as a Web 2.0 tool. Via itslearning, students are able to discuss the concept and state their opinions by commenting on their peers’ posts and replying to the discussion question created by the instructor. Also, they can follow the instructions and access this week’s readings on itslearning platform. Moreover, they can watch the class that is recorded on the platform. Finally, they can build on one another’s opinions about the analysis of learners and contexts in Google Document created by the instructor.
Throughout the course, students develop their own Instructional Design Systems by posting on the case studies given both asynchronously and synchronously. says that people construct their own understanding and knowledge of the world, through experiencing things and reflecting on those experiences. When we encounter something new, we have to reconcile it with our previous ideas and experience, maybe changing what we believe, or maybe discarding the new information as irrelevant. In any case, we are active creators of our own knowledge. To do this, we must ask questions, explore, and assess what we know.
In this course students ask questions, explore and develop ID projects.
This can be defined as “the use of computer and Internet technologies to deliver a broad array of solutions to enable learning and improve performance.” In this course I use self-paced learning approach, in which Learners are free to learn at their own pace and to define personal learning paths based on their individual needs and interests, and instructor-led learning, in which, learning content for individual study can be integrated with instructor’s lectures, individual assignments, and collaborative activities among learners. We use this approach in our discussion forums, chats, polls, whiteboards, application sharing, and audio and video conferencing to communicate and work together.
In this exercise, students are split into groups of 3-4 in the breakout sessions on the Adobe Connect platform. The instructor plays a facilitator role here. Students are given 5 minutes to discuss the question. In the end, each group comes up with a definition for ID and its purposes as stated in this chapter by Dick&Carey (2002).
Students post their opinions individually on the common Google Document created by the instructor. Students then comment on one another’s posts and at the end of the discussion, the instructor covers up the answers and they acquire the importance of needs assessment and goal analysis in this chapter by Dick & Carey (2002).
In this exercise, student forms groups of 3-4 and decides to define a problem and the instructional goal they wish to achieve at the end of the project. They discuss their learner profiles, learner characteristics, their specific entry skills, general behaviors, their learning styles. After analyzing all of these, groups share their ideas in a written format on the itslearning discussion board. Also, their choose a speaker who is going to tell their project plan with the others.