Instructional Design Theories, Models and Strategies Final Assignment

TAMARA MILLETTE KARIMA MOHAMMED MAXINE SUFFRIEN ARTHUR

FLORETTE WILLIAMS

ID QUEST Reengineered and Technology Enhanced Learning Model

FOUR ENVIRONMENTS INTEGRATED TO CREATE CARIBBEAN EDUCATION FACILITIES LTD.

Overview of the Work Environments

A secondary school environment A technical/vocational institution A tertiary level institution An airline training department

The New Work Environment

The Progression of a learner through the new system

New Model: Unique, Dynamic & Efficient

Technology

focus Suitable for face-to-face and online learners Student centered Orientates learner before actual instructions begin Flexible

ID QUEST
REENGINEERED

AND
TECHNOLOGY ENHANCED LEARNING MODEL

Determine Learner Needs

This

involves generating a typical learner profile the provision of Microworlds for one semester prior to the start of the program.

Orientation

Purpose of the Orientation

Provides

direction Initiates the learner into the new environment Familiarizes the learner with the available technology Provides feedback about the nature of the learner

the learner with

Select Objectives
Instructional

and performance objectives to fulfill the instructional and personal/career goals.

Select Strategies
Technology

based strategies Face-to-face direct instruction Distance learning techniques collaboration through forums Simulation / demonstrations major feature for technical & vocational and business training.

Suitable Strategies
Lecture Demonstration Drill

and Practice Explicit Teaching Simulation Discussion Peer Collaboration Feedback Cooperative learning Research Site visits

Construct Assessment
Utilize

self, peer and formal assessment strategies; forums, online posts; blogs; assignments; presentations. Assessment FOR learning instead of assessment OF learning.

Implement Strategies
Active

Student participation paramount centered and hands-on solving and inquiry problem-

Student

Technology-based,

Evaluate and Revise

Evaluation

from both learners and teachers/facilitators

Information

collected Used to order revision of the instructional plan

Discrepancies between Models

NEW MODEL
Starts with analysis of learners needs

OLD MODEL
IM Design 21 and Incubation models begin with the identification and selection of objectives and content simultaneously while the Meaningful Learning in a Reengineered and Technology Enhanced Schemata Model begins by initiating learners into their learning environment

Selects objectives based on learning outcomes and learners career goals

No focus is placed on specific content needed for learners Evaluation not reflection incorporated in new model

The IM Design 21 model shows staff collaboration to determine objectives and skills
Incubation model identifies the knowledge specific for workers on the job training The IM Design 21 model incorporates opportunity for reflection by both teachers and learners to determine what is working and what is not. Reflections shared between peers and teachers

Conclusion
Overview

of the previous work environments Summary of Caribbean Education Facilities Ltd. Strategies Benefits to be gained

Reference

Dick and Careys Model (article) retrieved from http://www.personal.psu.edu/wxh139/Dick_Care y.htm

Driscoll, M. P. (2000). Psychology of Learning for Instruction. 2nd ed. Allyn & Bacon.
Instructional strategies Online (Article, 2014) http://olc.spsd.sk.ca/De/PD/instr/categ.html

Smaldino, S. E., Lowther, D. L., Russell, J. D. (2008). Instructional Technology and Media for Learning. 9th Ed. Pearson Educational Ltd