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ASSURE düşünen_bitmoji-removebg-preview :smiley:, 18514986, teaching…

- - - - Analysis: Analyse all the factors needed to develop a course. This includes – the problem, training needs, target
        audience, learning goals, etc.
        Design: Using outputs from the analysis phase to plan a strategy for developing the instructional course. During this phase, you outline how to reach the instructional goals determined during the analysis phase and expand the instructional foundation.
        Development: It builds on both the analysis and design phases. In this phase, you bring your storyboards to life and start creating the courses. The development phase majorly centers around the training course production in the selected eLearning authoring tools.
        Implementation: It refers to presenting and delivering the course material to learners. This phase must promote the learners’ understanding of the material, support the learners’ mastery of objectives, and ensure knowledge transfer from the instructional setting to the job.
        Evaluation: This phase measures the effectiveness and efficiency of the training course by evaluating whether or not the goals identified in the analysis phase have been achieved, and based on the answer, either forge ahead, make adjustments, or begin the ADDIE process again.(Gupta, 2024)
      - Here are the five phases of the ADDIE model.
      - The ADDIE (Analysis, Design, Development, Implementation, and Evaluation) model represents an iterative, dynamic, and flexible guideline for instructional designers to build effective eLearning courses. The model gives you a streamlined, focused approach that provides feedback for continuous improvement.
    - - For instructional designers, Bloom’s Taxonomy provides a useful tool for designing learning objectives and assessments that target specific cognitive skills. By selecting appropriate verbs for each level of the taxonomy, designers can ensure that their learning objectives are measurable and specific, and that they align with the desired level of cognitive skill development.
      - Phases of Bloom’s Taxonomy:
      - Knowledge: Involves retrieving prior knowledge such as facts, definitions, and concepts from long-term memory.
        Comprehension: Includes using strategies to conclude from the information, such as interpreting, summarizing, and explaining.
        Application: Use of knowledge in practical situations, such as solving problems or applying concepts to new situations.
        Analyzing: Breaking down complex information into smaller parts, such as identifying patterns, relationships, or cause-and-effect relationships, while ensuring that they the parts remain relevant to the each other and the overall goal.
        Evaluating: Includes critiquing and assessing information based on the outline learning criteria.
        Creating: Involves organizing the ideas into a new structure to form a coherent understanding pattern.
        (Gupta,2024)
    - - Task-centered: Learning materials must be designed around authentic, real-world tasks that learners will likely encounter in their daily workflows.
        Activation: Learning materials must activate learners’ existing knowledge and experience, and stimulate interest and curiosity.
        Demonstration: New knowledge or skills must be demonstrated through examples, models, and expert performance.
        Application: Learners must be given opportunities to apply what they have learned in realistic situations or contexts, and receive feedback on their performance.
        Integration: Learners must be encouraged to integrate new knowledge into their daily work and use it to solve problems. (Gupta, 2024)
      - For instructional designers, Merrill’s Principles of Instruction provides a useful framework for designing engaging, relevant, and practical instruction.
        By incorporating authentic tasks, activating prior knowledge, demonstrating new concepts, providing opportunities for application and feedback, and organizing content for retention and transfer, instructional designers can create instruction that is more likely to achieve the desired learning outcomes.
      - Merrill’s Principles of Instruction (MPI) is a task-centered approach that focuses on ways to facilitate learning. The five MPI principles involved in this instructional design model are: