ELearning/Course development: Difference between revisions
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<center><span style="color:#236B9B">'''''"A knowledge of the path cannot be substituted for putting one foot in front of the other."'''''</span> M. C. Richards</center> | <center><span style="color:#236B9B">'''''"A knowledge of the path cannot be substituted for putting one foot in front of the other."'''''</span> M. C. Richards</center> | ||
==[[Introduction to instructional design models |Instructional design models]] == | ==[[ELearning/Introduction to instructional design models |Instructional design models]] == | ||
Instructional design models provide explicit guidance for the design of instruction, and are informed by learning and instructional theories. Some models are more descriptive in nature, depicting the components of design, while others are prescriptive, advising specific solutions for particular learning needs. While there are dozens of models, we will concentrate on prominent models such as ADDIE (first developed for the military), Merrill’s First Principles of Instruction, the Kemp Model, van Merruënboer’s 4C/ID model, and the more recent AGILE approaches adopted from the programming world. | Instructional design models provide explicit guidance for the design of instruction, and are informed by learning and instructional theories. Some models are more descriptive in nature, depicting the components of design, while others are prescriptive, advising specific solutions for particular learning needs. While there are dozens of models, we will concentrate on prominent models such as ADDIE (first developed for the military), Merrill’s First Principles of Instruction, the Kemp Model, van Merruënboer’s 4C/ID model, and the more recent AGILE approaches adopted from the programming world. | ||
==[[Project management primer]]== | ==[[ELearning/Project management primer]]== | ||
Instructional design models provide guidance for course development. However, by themselves they don't provide the tools for accomplishing the work on time and within a budget. This is where project management (PM) comes in. PM applies three main principles: managing scope, managing resources, and managing schedule. | Instructional design models provide guidance for course development. However, by themselves they don't provide the tools for accomplishing the work on time and within a budget. This is where project management (PM) comes in. PM applies three main principles: managing scope, managing resources, and managing schedule. | ||
==[[Course design]]== | ==[[ELearning/Course design]]== | ||
Conceptually designing and documenting the course by (1) establishing learning requirements through front-end analysis, describing the learning context, learner characteristics, course goals and objectives, and prerequisites and priorities; (2) developing instructional strategies to enable learners to achieve the learning requirements by selecting the delivery mode, course structure, and specific learning activities; and (3) articulate learner cognitive, motivational, and technical support strategies to motivate and encourage accomplishment. | Conceptually designing and documenting the course by (1) establishing learning requirements through front-end analysis, describing the learning context, learner characteristics, course goals and objectives, and prerequisites and priorities; (2) developing instructional strategies to enable learners to achieve the learning requirements by selecting the delivery mode, course structure, and specific learning activities; and (3) articulate learner cognitive, motivational, and technical support strategies to motivate and encourage accomplishment. | ||
==[[Course building]]== | ==[[ELearning/Course building]]== | ||
Creating a course syllabus, content, learning activities within and outside of the LMS, and organizing the components into a coherent whole. We look at component media and tools, creating specific learning components, assembling components, and test and review. | Creating a course syllabus, content, learning activities within and outside of the LMS, and organizing the components into a coherent whole. We look at component media and tools, creating specific learning components, assembling components, and test and review. | ||
Latest revision as of 20:39, 7 January 2025
Conceptually creating and documenting the course design, testing prototypes, and then building and organizing course components into a unified whole.
Instructional design models
Instructional design models provide explicit guidance for the design of instruction, and are informed by learning and instructional theories. Some models are more descriptive in nature, depicting the components of design, while others are prescriptive, advising specific solutions for particular learning needs. While there are dozens of models, we will concentrate on prominent models such as ADDIE (first developed for the military), Merrill’s First Principles of Instruction, the Kemp Model, van Merruënboer’s 4C/ID model, and the more recent AGILE approaches adopted from the programming world.
ELearning/Project management primer
Instructional design models provide guidance for course development. However, by themselves they don't provide the tools for accomplishing the work on time and within a budget. This is where project management (PM) comes in. PM applies three main principles: managing scope, managing resources, and managing schedule.
ELearning/Course design
Conceptually designing and documenting the course by (1) establishing learning requirements through front-end analysis, describing the learning context, learner characteristics, course goals and objectives, and prerequisites and priorities; (2) developing instructional strategies to enable learners to achieve the learning requirements by selecting the delivery mode, course structure, and specific learning activities; and (3) articulate learner cognitive, motivational, and technical support strategies to motivate and encourage accomplishment.
ELearning/Course building
Creating a course syllabus, content, learning activities within and outside of the LMS, and organizing the components into a coherent whole. We look at component media and tools, creating specific learning components, assembling components, and test and review.