Instructional Design Analysis

2) Design training: the assessor must plan and design an assessment programme which meets the needs of the learner and the requirements of the course.

This assignment is another opportunity to apply the principles of universal design for learning (UDL) in the design of instruction and assessment. In this assignment, a lesson plan is developed, incorporating UDL and effectively leveraging educational technologies in the classroom.

According to Smith and Ragan (2008) “Instructional Design is a process in which many items of materials are developed, designed, and delivered” (Smith and Ragan 2008). Instructional design has given me information on strategies to develop effective lesson plans in which will support my students to be fully engaged with the activities provided in a classroom environment. Instructional design also supports ideas on planning lessons for students with diverse and cultural needs for all learners. The eight learning outcome supported ideas for my students to become more familiar with integrating technology in class with their peers in which supported a diverse environment. While incorporating technology into my activities strategies of

The three-week introduction to instructional design (changed from two weeks) for the four department heads can be produced and taught in three months at a proposed cost of $40340 (or approximately 50808 less 20%). The technology includes the in-house learning management system along with audio/video (a/v) design beginning with a prototype. Based on this examination, this project can expand the effectiveness and efficiency of instruction at Ged’s World.

This is definitely bringing the gap closer on real world experiences that allows students to show their knowledge and express their thoughts and ideas. Do you think that research on thinking, processes or environment has had the most impact on the evolution of instructional design? Explain. I think research on instructional design may focus on students learning process in a classroom environment. Many theories such as traditional supports cognitive

During class, the instructional model I believe matches closely with the instructions we received was the cooperative learning strategy. According to our class readings the instructions given to us possessed the following characteristics; working in small groups, group reports, social skills, as well as individual and group accountability. Students were paired up based on matching numbers; they then went over that specified instructional model. That is where individual accountability and social skills takes part. Groups had to work together to come up with what they thought were the five most important points. Most groups divide the work up. After groups decided what were the most important they then shared with the class.

In this paper, I will be discussing the real value that instructional strategies have to offer. I will also be discussing my research on two scholarly articles that I have found to support my case. The two main articles that I have selected for this paper are peer reviewed and have created discussion in the past. My research has made it known that instructional strategies lean on effective teaching. Every student has their own way with how they learn. It can be challenging for a teacher, but there are different learning methods that help educators reach out to their students properly. While curriculum is the heart of education, but being able to teach effectively is the key. A teaching strategy is simply used to deliver important information

Universal Design for Learning provides age-appropriate materials, techniques, and strategies allowing to provide learning preference “customized” instructions for students to achieve the best education. The Iris Center informs that addresses the educational needs of all students: average learners, English learners, students who have received poor instruction in the past, students with learning disabilities, students with sensory and motor challenges, and gifted and talents students among many others” (Page 1: Universal Design for Learning (UDL)). UDL’s makeup consist of three different principles. The first principle is representation. Representation provides the students with multiple formats that allows all students to have equal learning opportunities. The second principle is action and expression. Action and expression provides alternatives for completion of assignments that best fits the student’s needs. Final principle of UDL is engagement, which consists of motivational techniques to help attract the student’s interest (Page 2: UDL Principles).

Backward design is focused on setting goals before choosing any teaching methods and assessment tools. There are three stages of backward design: stage one is to identify desired results (what should the students know and understand, and should be able to do), stage two is to determine acceptable evidence (how do teachers know the students have achieved the desired results) and, stage three is to plan learning experience and instructions. This design requires teacher to plan with a clear understanding of the end goal/destination.

Sink, D (2008), claims that Instructional Design Models and Learning Theories are used after the needs of an organization have been identified (Sink, D. 2008). Instructional Systems Design Models provide designers effective ways to identify solutions to support the needs of an organization. This paper will discuss the characteristics of the Experiential Learning Model, Attention, Relevance, Confidence, Satisfaction Model, and the Gerlach and Ely Models along with providing a comparison and contrast of these models.

Teaching with purpose to have a desired outcome is one perspective to examine Dr. Robert Marzano’s book The Art and Science of Teaching. The instructional situation that I am familiar with is elementary. As I examine Marzano’s ten instructional design questions, that represent a logical planning sequence for effective instructional design, I will use elementary lenses.

Also technological decisions should be based on instructional content, the need for involvement, and the particular learning outcomes desired. (Counts 1996)

While the phrase “a picture is worth a thousand words” is often used to emphasize the importance of visuals, recent research from neuroscience reveals the science behind that saying. However, the challenge for e-learning practitioners arises when they attempt to integrate learning theory into the design and creation of visuals and video. Although elearning practitioners and instructional designers are educated in learning theory, what is often overlooked is the design of effective visuals and/or video that has a basis learning theory.

Designing a course can seem overwhelming. Even more so, designing a course that effectively involves and stimulates students can seem downright impossible. As an award-wining educator (student voted), I’ve constructed this guide to walk you through the process of creating interactive courses for any subject matter and via any instructional method (i.e., face-to-face, online, etc.).

The quality of teaching and learning in mathematics is a key challenge for teachers. It is important for teachers to adopt instructional design techniques to achieve higher accomplishment in mathematics (Rasmussen & Marrongelle, 2006). Instructional design alone cannot produce better learning and achievement. The instructional designer must know critical factors that influence student learning and build a bridge between goals and student performance. Identifying these factors will help to utilize limited resources including financial resources and time more effectively