1.
Systematic Process: The
process of systematic planning for instruction is the outcome of many years of
research (Dick, Carey, & Carey, 2004). An analysis of the application of
this process indicates that when instruction is designed within a system,
learning occurs. The process of instructional design is a field of study.
Instructional design is considered the intellectual technique of the
professional who is responsible for appropriate application of technology to
the teaching and learning process.
2. Analyze the General Abilities of the Class. Analysis of the cognitive abilities of the
class allows the instructor to observe how students relate to the content of
the lesson. Such issues as clearly defining the prerequisite knowledge or
skills for the specific learning experience are important to ensure a
successful learning experience. The students’ prior experience with similar
types of cognitive tasks is important.
3. Analyze Potential for Learner Interactivity.
Students who are less social may find the
distance education environment more comfortable for them. Students may become
more expressive because of the perception of privacy and the informative nature
of mediated communication. They may perceive the increased and varied
interactivity and immediate feedback as a positive input to their interface
with the learning experience.
4.
Understand Learner
Characteristics. To be
effective, it is necessary to understand the learners in the target audience.
Willis (1994) suggested that the following questions should be asked prior to
development of distance learning environments:
What are students’ ages, cultural backgrounds, interests, and educational levels?
What is the level of familiarity of the students
with the instructional methods and technological delivery systems under
consideration?
How will the students apply the knowledge gained in
the course, and how is this course sequenced with other courses?
Can the class be categorized into several broad
subgroups, each with different characteristics?
5.
Essential Content: The content of a course needs to reflect where this
content relates to the rest of the curriculum. It is essential to examine the
nature of the content, as well as the sequence of information. In any distance
learning environment, one particular issue, that of time constraints, impacts
other planning areas. Time constraints refer to the actual online time for
delivery, which is often limited and inflexible.
6.
Media Selection. The common theme among these models is the
learning context, which is the content, the intended outcome, and the nature of
the students. Practical considerations such as available resources for creating
media and the technologies for delivery of instruction also play a hand in the
selection process.
7.
Visualizing Information. Visuals provide a concrete reference point for
students, especially when they are engaged in a non-televised learning
experience. Even if the visuals are lists of concepts and ideas, they can help
students. Visuals also help learners by simplifying information. Diagrams and
charts often can make it easier to understand complex ideas. A visual that
breaks down a complex idea into its components can show relationships that
might be otherwise confusing to students.
8.
Learning Environment: Educators are familiar with classroom settings. They are comfortable with
using the space available to enable learning to take place. It is when the
classroom shifts into a distance learning setting that the environment often
becomes a challenge to the instructor. Several important elements must be
addressed within the distance learning environment.
9.
Course management systems (CMSs), also called learning management systems or
virtual learning environments, are software systems designed to assist in the
management of educational courses for students, especially by helping teachers
and learners with course administration. The systems can often track the
learners’ progress.
10. Resources. The second element to consider in the instructional
environment is the resources available to students.
§ What materials will they have at hand?
§ What materials will be available in libraries and
laboratories?
§ Will students have access to resources for easy
communication with the instructor?
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