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:fountain_pen: Instructional Design, :fountain_pen: Learning Outcome(s), …

- - - - :star:3- Select Methods, Media, & Materials: Once you've identified your audience and determined what they should receive out of the lesson, it's time to choose the best approach for the given learning objective, pick available resources, change current materials, or create new materials to assist with this assignment. (Smaldino, Lowther, and Russell, 2012). At this point, the instructor should relate the audience to the objectives. To connect the two, the instructor must decide which approach to utilize. (ASSURE Model IDT 8074, 2014)
        
        :star:4- Utilize Methods, Media, & Materials: Objectives are statements that describe what a learner will do after instruction, or learning outcomes. They should be specific and framed in terms of desired behavior, allowing the learner to understand what they are expected to accomplish. Clear and specific objectives foster an objective-oriented approach in both learning and teaching. (ASSURE Model IDT 8074, 2014)
        
        :star:5- Require Learner Participation: The Require Learner Participation step involves ensuring active and individual student involvement in the lesson. This involves incorporating questions, discussions, group work, and hands-on activities. Paying close attention to learners and allowing them to construct knowledge is crucial for effective learning. Feedback should be provided before any evaluation, ensuring students understand the content and feel confident in their understanding. (ASSURE Model IDT 8074, 2014)
        
        :star:6- Evaluate Student Performance: Assessing student performance is the final phase in the ASSURE technique. In this case, the evaluation and the goal should coincide. This final step is ultimately the most crucial. The objectives you established at the beginning must be used to assess the entire teaching process. Thinking back on your arguments, the teaching approach, the teaching resources, and the evaluation is beneficial. It is possible to ascertain whether the lesson was successful and whether any steps need to be changed or reexamined by comparing the students' performance to the objectives. (ASSURE Model IDT 8074, 2014)
      - :red_flag:Most objectives contain four parts: ABCD
        1-Audience-who your learners are?
        2- Behavior to be demonstrated
        3- Conditions under which the behavior will be observed and
        4- Degree to which the learned skills are to be mastered. (Kurt, 2015)
- - - - Kearsley, G., & Culatta, R. (2024). Instructional design. InstructionalDesign.org. Retrieved from https://www.instructionaldesign.org/
        
        Whatfix. (2023, May 17). 8 effective instructional design models in 2023. Whatfix. Retrieved from https://whatfix.com/blog/instructional-design-models/
        
        University of South Carolina. (n.d.). Learning outcomes. Center for Teaching Excellence. https://sc.edu/about/offices_and_divisions/cte/teaching_resources/course_design_development_delivery/learning_outcomes/
        
        Bixler, B. (2022). The ABCDs of writing instructional objectives. McMaster University. Retrieved from https://piper.healthsci.mcmaster.ca/wp-content/uploads/2022/06/The-ABCDs-of-Writing-Learning-Objectives.pdf
        
        Bixler, B. (2022). The ABCDs of writing instructional objectives. McMaster University. Retrieved from https://piper.healthsci.mcmaster.ca/wp-content/uploads/2022/06/The-ABCDs-of-Writing-Learning-Objectives.pdf
        
        University of Arizona. (n.d.). Student learning outcomes. Retrieved from https://go.arizona.edu/assessment-research/assets/Student-Learning-Outcomes.pdf
        
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