Shrikant GadreShrikant Gadre94220001019422000101

Institute of New Media Institute of New Media Development and Research – Development and Research –

PunePuneLaw college Road, Abhinav School Lane, Law college Road, Abhinav School Lane,

46/12 Khare Banglo,46/12 Khare Banglo, Pune 411 004Pune 411 004

Course objectivesCourse objectives..

This series will teach the learner This series will teach the learner the basics of the instructional the basics of the instructional

design (ID) anddesign (ID) and

e-learning, with emphasis on e-learning, with emphasis on storyboarding for creating e-storyboarding for creating e-

learning courses.learning courses.

The course will cover the The course will cover the following:following:

How do we learn? How do we learn? - - Can learning be facilitated?Can learning be facilitated? - - What are the models for creation of What are the models for creation of

instructional material?instructional material?- - How ID principles are applied in course How ID principles are applied in course and and courseware design?courseware design?-- How ID principles are applied in e-How ID principles are applied in e-learning?learning?-- How to write storyboards?How to write storyboards?-- What are authoring tools?What are authoring tools?-- What are the quality norms standards What are the quality norms standards in e-in e- learning?learning?

The Science of LearningThe Science of Learning

This module provides an introduction to This module provides an introduction to learning theory and the instructional learning theory and the instructional design process, processes for identifying design process, processes for identifying the need for instruction. It also examines the need for instruction. It also examines the roles of the designer and other the roles of the designer and other personnel in the process.personnel in the process.

ObjectivesObjectives

Differentiate among learning theory, Differentiate among learning theory, instructional theory, and design plansinstructional theory, and design plans

Identify the elements of the instructional Identify the elements of the instructional design processdesign process

Conduct a needs assessment, goal Conduct a needs assessment, goal analysis, and performance assessmentanalysis, and performance assessment

Define the role of the instructional Define the role of the instructional designerdesigner

TopicsTopics Learning theoryLearning theory Different learning styles Different learning styles Keller’s ARCS model of motivation Keller’s ARCS model of motivation Instructional designInstructional design Bloom’s taxonomy Bloom’s taxonomy Dick and Carey model for ID Dick and Carey model for ID Addie model as applied to CDLC (course Addie model as applied to CDLC (course

development life cycle) development life cycle) Kirkpatrick model for summative Kirkpatrick model for summative

evaluation evaluation Dale’s cone of experience Dale’s cone of experience

TopicTopic Information is not instruction - David MerrillInformation is not instruction - David Merrill Malcolm Knowles and birth of andragogyMalcolm Knowles and birth of andragogy Gagne's nine events of instructionGagne's nine events of instruction Needs assessmentNeeds assessment Conducting a needs assessmentConducting a needs assessment Goal analysisGoal analysis Performance assessmentPerformance assessment Knowles’ theory of andragogyKnowles’ theory of andragogy Instructional design processInstructional design process Role of the designerRole of the designer Subject Matter Experts (SME)Subject Matter Experts (SME) Support personnelSupport personnel

Assignments:Assignments:

Research and reading assignments—Research and reading assignments—learners will learners will present their reports.present their reports.

Topics: Learning styles, Learning theories Topics: Learning styles, Learning theories and researching the field of human learning, and researching the field of human learning, learning methodologies.learning methodologies.

Training Needs Analysis Training Needs Analysis and Learning Objectivesand Learning Objectives

This module provides an introduction to training This module provides an introduction to training needs analysis, learner analysis, task and content needs analysis, learner analysis, task and content analysis, as well as writing and classifying analysis, as well as writing and classifying learning objectives.learning objectives.

ObjectivesObjectives

Describe training needs analysisDescribe training needs analysis Describe learner analysisDescribe learner analysis Recognize skills and information necessary Recognize skills and information necessary

to addressing learning needsto addressing learning needs Define learning objectsDefine learning objects Construct learning objectivesConstruct learning objectives Organize content for instructionOrganize content for instruction Determine what learners can do to Determine what learners can do to

demonstrate mastery of the contentdemonstrate mastery of the content Describe rationale behind assessments Describe rationale behind assessments

TopicsTopics Task analysisTask analysis Identifying skills/knowledge needed for a taskIdentifying skills/knowledge needed for a task Training needs analysisTraining needs analysis Learner characteristicsLearner characteristics Non-conventional learnersNon-conventional learners The magic of learner motivation: ARCS modelThe magic of learner motivation: ARCS model Content analysisContent analysis Topic analysisTopic analysis Conducting a task analysisConducting a task analysis Developing instructional objectivesDeveloping instructional objectives How to write great learning objectivesHow to write great learning objectives Cognitive domainCognitive domain Psychomotor and affective domainsPsychomotor and affective domains Constructivism & discovery learningConstructivism & discovery learning

Assignments Assignments

Presentation of research and reading Presentation of research and reading assignments.assignments.

Topics: Topics: Identify training needs for proficiency Identify training needs for proficiency in basicin basic

arithmetic, cricket, and languages. arithmetic, cricket, and languages. Evaluation of a training Evaluation of a training

program.program.

Design conceptsDesign conceptsThis module provides information on sequencing, This module provides information on sequencing,

deliverydeliveryof content and instructional strategy, as well as of content and instructional strategy, as well as

designingdesigningthe instructional message.the instructional message.

ObjectivesObjectivesSequence content to improve the learner's Sequence content to improve the learner's understanding of the materialunderstanding of the material

Teach a fact, concept, rule, procedure, interpersonal Teach a fact, concept, rule, procedure, interpersonal skill, and attitudeskill, and attitude

Present the content in a way so that each learner will Present the content in a way so that each learner will master the objectivesmaster the objectives

Use different pre-instructional strategiesUse different pre-instructional strategies Implement your instructional strategiesImplement your instructional strategies Use of visuals within the contentUse of visuals within the content

TopicsTopics Transfer of knowledge or skills – methodologyTransfer of knowledge or skills – methodology Implications of behavioral, constructive, cognitive, Implications of behavioral, constructive, cognitive,

humanistic theories humanistic theories Learning and content sequencingLearning and content sequencing Foundations of instructional strategiesFoundations of instructional strategies Teaching facts and conceptsTeaching facts and concepts Teaching principles, rules, and proceduresTeaching principles, rules, and procedures Teaching interpersonal skills and attitudesTeaching interpersonal skills and attitudes Behavior modificationBehavior modification Pre-instructional strategiesPre-instructional strategies Presentation strategiesPresentation strategies Using pictures, graphics, games or activitiesUsing pictures, graphics, games or activities Experiential learning – Role play, simulationsExperiential learning – Role play, simulations

AssignmentsAssignments

Topics: Design a game, skit, or write a Topics: Design a game, skit, or write a lecture on teaching what is money, lecture on teaching what is money, importance of saving money, investing for importance of saving money, investing for the future and lending. Structure/organize the future and lending. Structure/organize content for learning.content for learning.

Presentation on given topics.Presentation on given topics.

Developing coursewareDeveloping courseware

This module provides an introduction on developingThis module provides an introduction on developing

instructional materials, instructional delivery instructional materials, instructional delivery methods.methods.

ObjectivesObjectives Interpret the design plan and translate it into Interpret the design plan and translate it into

instructioninstruction Differentiate between instructional delivery Differentiate between instructional delivery

methodsmethods

TopicsTopics

Preparing to deliver learningPreparing to deliver learning Lecture notesLecture notes Learner handbookLearner handbook Developing formative, summative, and evaluative Developing formative, summative, and evaluative

assessmentsassessments GamesGames Identifying supplementary reading or activitiesIdentifying supplementary reading or activities Videos, animation, cartoons, and other audio-Videos, animation, cartoons, and other audio-

visual methodsvisual methods Class room, distance learning, self learningClass room, distance learning, self learning

AssignmentsAssignments

Presentation on given topics.Presentation on given topics.

Topics: Research, discussions and presentation on Topics: Research, discussions and presentation on different methods of learning. different methods of learning.

EvaluationEvaluation This module provides an introduction to the use This module provides an introduction to the use

of evaluation instruments in the instructional of evaluation instruments in the instructional design process. Use of testing material to design process. Use of testing material to determine the effectiveness of the instruction.determine the effectiveness of the instruction.

ObjectivesObjectives

Define the purpose of evaluationDefine the purpose of evaluation Construct instruments to test knowledge, skills, Construct instruments to test knowledge, skills,

behaviors, and attitudesbehaviors, and attitudes Calculate program efficiencyCalculate program efficiency

TopicsTopics Purposes of evaluationPurposes of evaluation Relationships among evaluation typesRelationships among evaluation types Validity and reliabilityValidity and reliability Standards of achievementStandards of achievement Pre-testingPre-testing Testing knowledge with objective testsTesting knowledge with objective tests Testing with constructed-response testsTesting with constructed-response tests AssessmentsAssessments Types of AssessmentsTypes of Assessments

AssignmentsAssignments

Presentation on given topics.Presentation on given topics.

Topics: Creating questions on given content to Topics: Creating questions on given content to test if desired objectives are achieved. test if desired objectives are achieved.

E-learning designE-learning design

This module provides an introduction to the This module provides an introduction to the design and development of an e-learning course. design and development of an e-learning course.

ObjectivesObjectives Debate use of computers for learningDebate use of computers for learning Describe CBT, WBTDescribe CBT, WBT Identify the technological aspects for an e-Identify the technological aspects for an e-

learning courselearning course Define Learner-centric learningDefine Learner-centric learning Design user interfaceDesign user interface

TopicsTopics E-learning benefits and drawbacksE-learning benefits and drawbacks The e-learning project teamThe e-learning project team "Asynchronous" and "synchronous"?"Asynchronous" and "synchronous"? Cd-roms: pro's and con'sCd-roms: pro's and con's Web-learning: pro's and con'sWeb-learning: pro's and con's What is bandwidth? Why does it matter?What is bandwidth? Why does it matter? Should I use CD-ROM or web delivery?Should I use CD-ROM or web delivery?

Evaluating e-learning: Introduction to KirkpatrickEvaluating e-learning: Introduction to Kirkpatrick E-learning & the User InterfaceE-learning & the User Interface Put the user in controlPut the user in control Templates – advantages and disadvantagesTemplates – advantages and disadvantages Logic and consistencyLogic and consistency Provide user guidanceProvide user guidance Developing GUI standards Developing GUI standards Checklist: Judging the interfaceChecklist: Judging the interface

AssignmentsAssignments Presentation on given topics.Presentation on given topics. Topics: Debate on use of audio cassettes, video Topics: Debate on use of audio cassettes, video

films as learning or teaching tools. Course player films as learning or teaching tools. Course player design for an HTML based course, flash-based design for an HTML based course, flash-based course. course.

StoryboardingStoryboarding

This module provides an introduction to the design This module provides an introduction to the design andand

development of a storyboard for a course. This development of a storyboard for a course. This benefits thebenefits the

learner by preparing him for the IT enabled serviceslearner by preparing him for the IT enabled services

industry.industry.

ObjectivesObjectives

Create a CDD, IDD, DCO, StoryboardCreate a CDD, IDD, DCO, Storyboard Review CDD, IDD, DCO, StoryboardReview CDD, IDD, DCO, Storyboard Create a checklist for writing standardsCreate a checklist for writing standards

TopicsTopics What is a storyboard?What is a storyboard? Language skillsLanguage skills Visualization for contentVisualization for content Use of stories/games in learningUse of stories/games in learning The Course Design Document/IDDThe Course Design Document/IDD Storyboard formatsStoryboard formats Writing a storyboardWriting a storyboard Reviewing a storyboardReviewing a storyboard Writing standardsWriting standards

AssignmentsAssignments

Develop IDD, DCO and an SB for at least two Develop IDD, DCO and an SB for at least two topics. Review storyboards. topics. Review storyboards.

Topics: A lesson in history, geography, traffic Topics: A lesson in history, geography, traffic

rules, road sense, civic sense.rules, road sense, civic sense.

ObjectivesObjectives

Identify the tools-of-trade of instructional Identify the tools-of-trade of instructional designersdesigners

Use the tools of tradeUse the tools of trade

Contact DetailsContact Details

Shrikant GadreShrikant GadreLaw college Road, Abhinav school Lane, 46/12, Khare Bungalow,Law college Road, Abhinav school Lane, 46/12, Khare Bungalow,

Pune 411 004Pune 411 004Web site : Web site : www.inmdr.net

Call : Shrikant Gadre 9422000101Call : Shrikant Gadre 9422000101Email : shrikantgadre@gmail.comEmail : shrikantgadre@gmail.com