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EDUCATION&TECHNOLOGY (Core elements of Instructional Design / ADDIE…

- - - - CONSTRUCTIVISM: Learning is a process of building an understanding. Mind is seen as a Rihizime=Interconnected nodes. Learning is building knowledge by doing. Instruction is guiding problem solving.
        
        CONNECTIVISM: Learning is a process of connecting nodes or information sources; it is dependent upon technology and recognizes the role the Internet plays in helping people expand their learning.
- - - - Pre-training principle: People learn better from a multimedia lesson when they know the names and characteristics of the main concepts.
        
        Modality principle: People learn better from animation and narration than from animation and on-screen text.
        
        Coherence principle: People learn better when extraneous words, pictures, and sounds are excluded rather than included.
        
        Redundancy principle: People learn better from animation and narration than from animation, narration, and on on-screen text.
        
        Signaling principle: People learn better when the words include cues about the organization of the presentation.
        
        Spatial contiguity principle: People learn better when corresponding words and pictures are presented near rather than far from each other on the page or screen.
        
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- - - - Members of the early majority category will adopt new ideas just before the average member of a social system. They interact frequently with peers, but are not often found holding leadership positions.
        
        The late majority are a skeptical group, adopting new ideas just after the average member of a social system. Their adoption may be borne out of economic necessity and in response to increasing social pressure.
        
        Laggards are traditionalists and the last to adopt an innovation. Possessing almost no opinion leadership, laggards are localite to the point of being isolates compared to the other adopter categories. They are fixated on the past, and all decisions must be made in terms of previous generations.
- - - - Input Strategies: Helping learners to decode or "read" visuals proficiently by practicing visual analysis skills.
        Output Strategies: Helping learners to encode or "write" visuals to express themselves and communicate with others.
- - - - Instructional Technology: Subset of educational technology. The theory and practice of design, development, utilization, management and evaluation of processes and resources for learning.
        
        Education: To increase the student's abilities and inclination to employ critical, independant and creative judgement is called education.
        
        Training: Training is intended process of the inculcation of skills, habits, attitudes or beliefs.
- - - - Development
        
        Implementation
        
        Evaluation
  - - - Goal-oriented.
        
        Focuses on real-world performance.
        
        Focuses on outcomes that can be measured in a reliable and valid way.
        
        Empirical.
        
        Typically is a team effort.
- - - - Pedagogical Content Knowledge (PCK): Transformation of the subject matter for teaching. PCK covers core business of teaching, learning, curriculum, assessment & reporting, such as the conditions that promote learning & the links among curriculum, assessment & pedagogy.
        
        Technology Knowledge (TK): Fluency of information technology which goes beyond traditional notions of computer literacy to require that persons understand IT broadly enough to apply it productively at work, to recognise when IT can assist or impede the achievement of a goal, and to continually adapt to changes in IT.
        
        Technological Content Knowledge (TCK):This framework suggests that teachers’ experience with technology need to be specific to different content areas (Thompson, 2006).
- - - - The third stage of the model Modification is the stage where the tech. allows for significant task redesign. The document created using the Word Processor and text-to-speech function is shared on a blog where feedback can be received and incorporated to help improve the quality of writing.
        
        The fourth stage of the model Redefinition is the stage where the tech. allows for the creation of new tasks previously inconceivable. Instead of a written assignment, students convey analytic thought using multimedia tools.