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
12 recomendations
Remember the Newton