Chapter 5 Instructional Design for Distance Education
Simonson, M., Smaldino, S., and Zvacek, S. (2014). Teaching and learning at a distance: Foundations of distance education, 6th Edition. (p. 126-165) Charlotte, NC. Information Age Publishing

Reflection
This chapter really comes down to the simple idea that technology should improve the teacher and learner's experience. My wife has taught pre-school for nearly 30 years. A few years ago the school she taught at bought Smartboards for all the classrooms. (OK it was a franchise requirement), but she was teaching three-year-olds, and it had no real application in her classroom. She did use the smart board as a message board for the parents. They would tap the icon and see a photo of what the children did during the day, get supply status and sign "bobo" reports. All of these things were previously done by paper, except the photos, which was available when a parent signed in or out of the school.


When we teach on line, we need to keep in mind that each choice we make has a cost and a benefit. It may make sense to use the most modern technology if it is relevant to the skill. On the other hand, if you are teaching a builder to make trusses, using an IPAD may not be the most cost-effective method to teach framing.

Key Concepts

Models
(142-146)

Planning to teach

ISD Principles

Dick, Cary and Cary

Best Practice

Instruction alway comes down to a systematic design
Navy = NAVEDTRA 130 Series

Navy inctruction derived from DCC

Planing process

ADDIE Modified to PADDIE+M

P = Planning

M = (Course) Maintenance

usually short changed.

What has changed since the course was developed

Often Disproportionately long

Less effective than should be because of review gates

May cause rushed production

Issues in planning for DL

Content

Methods

Learner

Military goal is adoption of DL

Media

What is important

Environment

Development

Implement

Design

Analysis

Planning

Task Analysis

Front End Analysis

Business Case Anaysis

What Methods and Media

Heart and Soul

Evaluate

Is is good enough

Often a starting point for course development

Cost and Quality

Medium
What medium will be used?

Time and Schedule

CMS

Branch
(145)

Hyperconnected
(145)

Linear
(145)

Learner-directed
Learner experiences are designed, but it is up to learner to decide what is useful

All learners All instuction

Organization

Very ADDIE Focused

Assessment used to analyze learner needs

Good for mastery learning

Requires high-quality [instruments]

May now have learning element

allows learner to skip what already masterd

Organization also Unit/Module/Topic

Learner determines order, but completes all

Author states this is most common type
(145)
Where is the OQE

Unit

Module

Topic

Organization also Unit/Module/Topic

Graphics
(143-144)

Learner decides order

Constructivist approach

Organization also Unit/Module/Topic

Best Practice for the use of tecnology

image

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