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Four Instructional Design Models, ASSURE Model
Has the goal of producing…
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ADDIE Model
Does not impose a strict linear progression through the steps. Is a continuous circle with overlapping boundaries. Of all of the process phases.
A: Analyze Phase
The analysis step clarifies the educational challenge, establishes the instructional goals and objectives, and identifies the learner's current knowledge and abilities.
D: Design Phase
Lesson planning and media selection are part of the design step. The planning process should be methodical.
D: Development Phase
Designers and developers generate and combine content elements created in the design process.
I: Implementation Phase
a method for training facilitators and learners Curriculum, learning outcomes, delivery modalities, and assessment should be included in facilitator training.
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Gagne’s 9 Events of instruction
A series of events that are associated with and address the mental conditions for learning.
1: Gain attention of the students
Present a stimulus to get the learners' attention so they are ready to learn and engage.
2: Inform students of the objectives
Inform students of the course and class objectives so they know what to anticipate. Set goals before teaching.
3: Stimulate recall of prior learning
Help learners understand new material by connecting it to what they already know or have experienced.
4: Present the content
Educators might use techniques to convey and cue course information. Organize content meaningfully and explain following demonstrations.
5: Provide learning guidance
Inform students about content-learning techniques and resources. Help learners learn how to learn.
6: Elicit performance (Practice)
Applying new skills and knowledge reinforces new information and confirms accurate comprehension of course ideas.
7: Provide feedback
Provide timely feedback to learners to analyze and encourage learning and uncover comprehension gaps before it's too late.
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Merrill's First Principles of Instruction
The first principles of instruction are design-oriented rather than learning-oriented.
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REFERENCES: De la Cruz, Ma. Concha. "Session 6 - Designing and Delivering Technology-Driven Lessons II." ECE1213: Technology for Teaching and Learning. University of Asia and the Pacific