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APPLY PRINCIPLES OF INSTRUCTIONAL DESIGN 3756h
Teacher: Tony Whittingham
National
unit:
CUFMEM08A
Unit/subject
purpose:
This
unit describes the skills and knowledge required for incorporating the
principles of instructional design in the development of multimedia
products for use within a website application. |
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Lesson1
What is Instructional Design
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OVERVIEW:
An instructional
designer is in charge of the educational design of multimedia projects.
He or she essentially drafts a blueprint for a whole project - from
determining the content of the project to deciding how to present the
content to the learner. Knowledge of instructional design is
increasingly becoming a part of the job description of a variety of
occupations where there is an involvement in helping people to learn
better, from training to sales support. Instructional Design is the
process of analysis of learning needs and goals and the development of a
delivery system to meet those needs. |
OBJECTIVES:
You will be
able to:
1. Describe the
role of an instructional designer.
2. Design and
develop an electronic autobiography that includes an interactive
component. |
ACTIVITIES:
1. Complete the 'Getting Started' activities that include design
your autobiography.
|
REFERENCES:
The
need for instructional
design is being noticed in both corporate training departments and
education institutions.
http://www.elearnspace.org/Articles/InstructionalDesign.htm
A course on Instructional Design with excellent resources
http://www2.sjsu.edu/depts/it/edit226/
What do Instructional Designers do...here is a list of their
required competencies and skills:
http://www.coedu.usf.edu/inst_tech/resources/competen.html
A history of instructional design
http://www.pignc-ispi.com/articles/education/brief%20history.htm |
DISCUSSION:
What are the
potential benefits from using digital media to deliver instruction? |
Lesson2
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Information versus Instruction |
OVERVIEW:
In the
early days of training using digital media (DMT), there was an initial
rush to pour content into electronic tutorials. A few innovative
designers made the most of the limited media and created engaging
simulations, quizzes, even games. But this was the exception to the
rule, and most learners were forced to passively read the text on the
screen, clicking the space bar to move on. These types of programs,
derisively known as page turners, tainted the image of DMT for many
years. |
OBJECTIVES:
You will be
able to:
i) Design and implement a Blog
website for recording and sharing information on instructional design.
ii) Differentiate
between websites that provide information and websites that provide
interactive instruction . |
ACTIVITIES:
1.
Create your personal website Blog.
2.
Complete this online
instruction 'Introduction to Instructional Systems Development (ISD)'
at:
http://www.au.af.mil/au/awc/awcgate/doe/isd/isd_1.htm
It will take
approximately 30 minutes to complete the lesson and the multiple choice
quiz and crossword puzzle. This lesson was designed by an Instructional
Designer. What other skills have been applied in developing the lesson.
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REFERENCES:
"How to Develop An Online
Course" tutorial (recommended)
http://www.indiawebdevelopers.com/articles/online_course/tutorial/lesson1.asp
Why, in the
Information Age, do our biggest problems all have to do with
information?
http://www.fastcompany.com/online/32/benchmark.html
Information is not instruction
http://www.e-learningguru.com/articles/art3_1.htm
This article "The Art of UI Prototyping" is highly recommended.
http://www.uiweb.com/issues/issue12.htm |
DISCUSSION:
What are the
differences between an information website and an instructional
website? |
Lesson3
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Prototype
Development |
OVERVIEW:
Prototyping is a means of exploring ideas before you invest in them. All
experienced designers and developers create prototypes of their work
before they build anything. |
OBJECTIVES:
You will be
able to:
Use
PowerPoint to develop a functional prototype for an online tutorial. |
ACTIVITIES: Develop PowerPoint prototypes for the 'Typography' and
'Art Gallery' online tutorials.
|
REFERENCES:
Using Paper Prototypes for a Cleaner, More Functional Web Site
http://www.morebusiness.com/getting_started/website/d925158487.brc
Software and Web
designers create mock-ups of how users will interact with their designs.
http://www.uiweb.com/issues/issue12.htm
The rapid prototype
creates an early iteration loop that provides valuable feedback on
technical issues, creative treatment, and effectiveness of instruction.
http://www.e-learningguru.com/articles/art2_4.htm |
DISCUSSION:
What are the
advantages of using prototypes and what methods can be used for
prototyping?
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Lesson4
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Lesson5
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The Analysis Phase -
What the client needs |
OVERVIEW:
The analysis phase looks not only at the tasks being performed, but also
at other parts of the system that might yield clues at what might be
done to provide or improve training. During the analysis phase you may
review information about the people who will use the program (called the
audience), the work they do or will perform (called their tasks), and/or
the information or products they deal with or produce (called the
content). |
OBJECTIVES:
You will be
able to,
for a client’s
brief, list and describe a range of tools and methods for analyzing the
instruction needs and characteristics of the intended audience. |
ACTIVITIES:
Refer to the class handouts “The Analysis Phase” |
REFERENCES:
Refer the Analysis sections at this site:
http://www.webscenarios.webcentral.com.au/instdesign/addie.htm
New
Research-Based Web Design and Usability Guidelines. An excellent series
of 'chapters' on all aspects of website design.
http://www.usability.gov/pdfs/guidelines.html |
DISCUSSION:
What skills are
required to complete a needs and audience analysis. |
Lesson6
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Information
Architecture and Content Organisation |
OVERVIEW: Content is the most important part of a website. If the content
does not provide the information needed by learners the website will
provide little value no matter how easy it is to use the site. At the
beginning of any web site design exercise, it is normal to be confronted
by a very long list of topics to include. The challenge is to organise
these topics in a way that is useful and meaningful for the users of the
site. |
OBJECTIVES:
You will be
able to:
Apply the card
sorting technique when developing the information architecture for an
instructional design project. |
ACTIVITIES:
Refer to the
class handouts “Content Organisation”
|
REFERENCES:
Card sorting is a quick, inexpensive, and reliable
method, which serves as input into your information design process. Card
sorting generates an overall structure for your information, as well as
suggestions for navigation, menus, and possible taxonomies.
http://www.steptwo.com.au/papers/ext_cardsorting/index.html
Content is the most
important part of a website. If the content does not provide the
information needed by learners the website will provide little value no
matter how easy it is to use the site.
http://www.usability.gov/pdfs/chapter15.pdf
Reading
Content: A Comparison of Four White Space Layouts
To examine the effects of white space on reading content, this
study compared four white space layouts that manipulated margins and
leading.
http://psychology.wichita.edu/surl/usabilitynews/62/whitespace.htm
Card sorting sessions are an important opportunity to involve the
actual users in the design process. This makes them feel involved in the
project, and emphasises that the end product will be built to meet their
needs.
http://www.steptwo.com.au/papers/cardsorting/index.html
The
EZSort tool helps interface designers organize information based on users' expectations
using statistical cluster analysis. This tool includes two packages — USort and
EZCalc. The USort program can be used by card sort participants to sort
virtual cards with a simple GUI interface, instead of using physical
cards.
http://www-3.ibm.com/ibm/easy/eou_ext.nsf/Publish/410 |
DISCUSSION:
Provide examples of
good and bad content organization. |
Lesson7
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Metaphors,
Storyboards and Navigation Charts |
OVERVIEW: Metaphors are ubiquitous in the user interfaces of
today’s computers. Your choice of a metaphor (theme) will determine, in
large part, how your pages will evolve and what degree of detail may be
necessary in developing them. Some examples of metaphors might be, a
garage (like that in use by the web site garage), an art gallery, a
factory, bakery, jukebox, or just about anything you can imagine.
If you are developing a product learning application, your metaphor might focus on
the type of product offered An example might be a lesson that features
cameras and photography equipment. The background of the lesson might
look like a strip of film. The icons for navigating throughout the
lesson may consist of tiny cameras (or a camera, roll of
film, flash bulb, photograph, and photo album |
OBJECTIVES:
You will be
able to:
Select/develop and
apply a metaphor to assist the navigation of an online tutorial. |
ACTIVITIES:
i)
Refer to the class handouts “Use of Metaphors in Instructional Design”
ii) View the pdf version
of PowerPoint slides
iii)
Download and complete the
"Metaphor for a Typography Lesson"
exercise |
REFERENCES:
Excellent example of the use of a
metaphor to add interest and assist navigation - Note the metaphor of
using a map to aid discovery of, in this case knowledge.
http://innovation.dc-uoit.ca/cloe/lo/cf/CF_LO_content.html
Regardless
of chosen media, it is generally a good idea to outline your
instructional materials prior to production. These outlines may take
many forms from storyboards to content organisation and navigation
charts.
http://www.edtech.vt.edu/edtech/id/interface/outline.html
The script or
storyboard is simply a screen-by-screen description of what students
will see, hear, and do when running the program. Once the designer
completes the script, it becomes the guidebook for all other team
members: artists, audio/video producers, and programmers.
http://www.e-learningguru.com/articles/art2_5.htm
Flowcharts and storyboards save time and money by keeping the project
focused and organized. The quality of a project is enhanced by having a
detailed plan to follow.
http://uts.cc.utexas.edu/%7Ebest/html/steps/design.htm |
DISCUSSION:
What are the
advantages from using a metaphor in website development? |
Lesson8
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The
Client’s Brief – Requirements Analysis |
OVERVIEW:
Requirements analysis is the data-gathering element of instructional
design. Here instructional designers assemble all the information they
can possibly gather about the project before they consider anything
else. Decisions about every aspect of the project must eventually be
made. The information that instructional designers gather at this stage
will be put to use throughout the system, so it is necessary that they
have every scrap of data to ensure the design will be successful.. |
OBJECTIVES:
You will be able to:
Describe range of
methods and tools for completing a requirements analysis for an
instructional design project.
|
ACTIVITIES:
1.
Review the Flash
introduction at
http://extra.newsu.org/elearnrocks/ It's an introduction to online
learning (eLearning) and although it is intended for journalists 'the
rules' apply to all instructional design projects.
2. Complete a requirements analysis for a
client's brief |
REFERENCES:
A detailed understanding of your target audience
provides you with an effective metric by which to evaluate all your
design decisions
http://www.lukew.com/resources/articles/understanding_audience.html
To design a site that
works for you and your intended audience, you have to know a lot about
those people.
http://www.usability.gov/methods/data_collection.html
Effective
Questioning Techniques
http://www.rcmp-learning.org/iim/ecdi0072.htm#application
The Audience
Is the End... What About the Beginning?
http://www.digital-web.com/articles/site_planning/
|
DISCUSSION:
What are potential
barriers to defining a client’s requirements? |
Lesson9
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The Design Phase -
Learning styles |
OVERVIEW:
Instructional Design is the systematic process of translating general
principles of learning and instruction into plans for instructional
materials and learning.
"Learning
style" denotes the typical ways in which a person takes
in and processes information, makes decisions, and forms values.
Instruction can be designed for a range of learning styles. |
OBJECTIVES:
You will be
able to:
Describe three
different learning styles and describe techniques for designing
instruction for a preferred learning style. |
ACTIVITIES:
Go to
http://www.accelerated-learning-online.com/styles/default.asp
to determine your preferred learning style and refer to the class
handouts “Application of Learning Styles”. |
REFERENCES:
Instruction can be
designed for a range of learning styles.
http://www.webscenarios.webcentral.com.au/instdesign/learning.htm
Learning styles
http://www.ldpride.net/learningstyles.MI.htm
An introduction to
adult learning
http://www.e-learningguru.com/articles/art3_2.htm |
DISCUSSION:
What techniques
can be used to develop instruction for a range of learning styles? |
Lesson10
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Application of the ARCS Model |
OVERVIEW:
Motivation is the most overlooked aspect of instructional strategy, and
perhaps the most critical element needed for employee-learners. Even the
most elegantly designed training program will fail if the students are
not motivated to learn. |
OBJECTIVES:
You will be
able to:
Describe the
components of the ARCS model and design instruction based on the ARCS
model |
ACTIVITIES:
Re-design of a mini tutorial on the ARCS model. The tutorial to
re-design is at:
http://www.ittheory.com/wbt/menu.htm |
REFERENCES:
Even the most
elegantly designed training program will fail if the students are not
motivated to learn.
http://www.e-learningguru.com/articles/art3_5.htm
Tips on how to apply
the ARCS model. Use this for your exercise.
http://et.sdsu.edu/DWesselhoff/ch14.htm
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DISCUSSION:
How can motivation be
achieved via a website? |
Lesson11
Using
Video for Instruction |
OVERVIEW:
The integration of video in blogs (v-blogging)
can enhance blog functions generally and particularly the presentation
of instruction. Windows
Movie Maker makes integrating video and sound into blogs (and websites)
amazingly easy. With Movie Maker, you can transform and compress your
digital camera videos into 'movies' for uploading to your blog, build
your movie with a few simple drag-and-drops, delete bad shots and
include only the best scenes. |
OBJECTIVES: You will
be able to:
Create an
instructional movie
for a blog using Windows Movie Maker. The movie will focus on the use of
a product and will include your summary of the product’s
functions and a video clip of the product (e.g. flash drive, mobile
phone, mp3 player etc.) identifying its main parts. The movie will also
include title slides and transitions between the video clips and music
background. |
ACTIVITIES:
Refer to the class instructions for 'Video Production'. |
REFERENCES:
Tutorials and videos on using Movie Maker
http://www.mightycoach.com/articles/mm2/
Microsoft's 'Getting Started with Movie Maker'
http://www.microsoft.com/windowsxp/using/moviemaker/default.mspx
A blog about vblogging with links to vblogs
http://www.vblogcentral.com/
Interesting, cool and worth a look...Rocketboom
is a three minute daily video weblog based in New York City covering
information and commentary ranging from top news stories to quirky
internet culture. Agenda includes releasing each new clip at 9am EST,
Monday through Friday. With a heavy emphasis on international arts,
technology and weblog drama, Rocketboom is presented via online video
and widely distributed through RSS.
http://www.rocketboom.com/vlog/
|
DISCUSSION:
How can businesses
creatively apply vblogging technology for training? |
Lesson12
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Learning Theories -
Behaviourism and Constructivism |
OVERVIEW: Constructivism assumes
that all learning is conscious and what we need to do is engage the
learner in a learning adventure; behaviorism assumes, on the contrary,
that it is unconscious and involuntary and that what we need to do is
structure the environment in such a fashion that the student would in
time emit a desired behavior. |
OBJECTIVES:
You will be
able to:
Contrast the
behaviourist and constructivist approaches to instructional design. |
ACTIVITIES:
Refer to the class handout “Redesign of a Behaviourist Tutorial” |
REFERENCES:
Article on learning theories
http://www.msu.edu/user/tanhueys/theory.html
A look at adult
education wouldn't be complete without a view of the theories shaping
the way we learn and the way we teach.
http://www.learnativity.com/edpsych.html
|
DISCUSSION:
Why is knowledge
of learning theories important for an instructional designer? |
Lesson13
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Lesson14
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Planning and Scheduling Instructional Design Projects |
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OVERVIEW: Gantt Charts are useful tools for analyzing and planning
instructional design projects. They:
>>Help you to plan out the tasks that need to be completed
>>Give you a basis for scheduling when these tasks will be carries out
>>Allow you to plan the allocation of resources needed to complete the
project, and
>>Help you to work out the critical path for a project where you must
complete it by a particular date.
When a project is under way, Gantt charts help you to monitor whether
the project is on schedule. If it is not, it allows you to pinpoint the
remedial action necessary to put it back on schedule. |
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OBJECTIVES:
You will be
able to:
Develop a Gantt
Chart for an instructional design project. |
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ACTIVITIES: For the development of an online simulation using the ADDIE model,
draw a simplified GANTT chart to illustrate your time estimates for each
of the model’s stages. |
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REFERENCES:
BaseCamp is a web based
project management tool that is excellent for web development
projects.....try the free version that allows you to manage one project.
http://www.basecamphq.com/
Gantt Charts are
useful tools for analyzing and planning more complex projects
http://www.mindtools.com/pages/article/newPPM_03.htm
This is a very
comprehensive list of instructional design models pointing to resources,
writings and home pages for each model.
http://carbon.cudenver.edu/~mryder/itc_data/idmodels.html#comparative
Instructional
models organize combinations of instructional strategy components
and integrate them to produce a course of
instruction. Effective instructional
models are based on learning theories.
Learning Theories describe the ways that theorists believe people
learn new ideas and concepts.
http://lts.ncsu.edu/guides/instructional_design/selecting_models.htm |
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DISCUSSION:
What are alternatives
to using a Gantt Chart for monitoring the development of instruction? |
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Lesson15
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Evaluation methods
for online instruction |
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OVERVIEW:
The key to Web site usability is ensuring that the site is both
useful and usable for the intended audience. Unfortunately,
Web site design and development is often driven by technology or by
organizational structure or business objectives, rather than by user
needs. In recent years however, Web site owners and developers have
gradually begun to acknowledge and address the issue of usability. |
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OBJECTIVES: You will
be able to:
Develop, observe and
document the results of a usability test for a hypothetical client's
instructional program. |
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ACTIVITIES: Refer to the class handouts “Evaluation of Online Instruction” |
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REFERENCES:
Usability article
http://www.collectionscanada.ca/9/1/p1-260-e.html
"There are about 43
million Web sites, and no one knows which ones are usable. The best
sites we've found are usable only 42 percent of the time, and none that
we have studied are usable a majority of the time ...."
http://www.usability.gov/basics/index.html
The criteria
presented in this guide are based on the national and international
experiences of staff in the Instructional Media and Design department at
Grant MacEwan College.
http://www.webscenarios.webcentral.com.au/instdesign/evaluation.htm
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DISCUSSION:
Compare various
methods for evaluating online instruction. |
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Lesson16
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eLearning Case Studies |
OVERVIEW:
An examination of real world case studies can provide valuable
information and guidelines for future development projects |
OBJECTIVES:
You will be
able to:
Provide guidelines
for developing and/or applying elearning from a study of a ‘real world’
case study. |
ACTIVITIES:
Refer to the class handout “eLearning Case Study Review” |
REFERENCES:
These are some
case studies of the use of e-learning within organisations: corporate
and governmental.
http://www.e-learningcentre.co.uk/eclipse/Resources/casestudies.htm |
DISCUSSION:
Present the results
of your case study |
Lesson17
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Class presentation of Major Projects |
Writing and Testing
Instructional Objectives |
OVERVIEW:
Robert Mager's work on instructional objectives shapes the vast
majority of corporate training programs developed today. Mager argued
for the use of specific, measurable objectives that both guide designers
during courseware development and aid students in the learning process. |
OBJECTIVES:
You will be
able to:
Write
instructional objectives for training goals. |
ACTIVITIES:
Refer to the class handouts “Writing and Testing Objectives” |
REFERENCES:
Writing instructional objectives
http://www.e-learningguru.com/articles/art3_4.htm
Interactive
questions (IQ)
give learners immediate feedback and self-evaluation on small amounts of
information. IQs are embedded in your courseware. IQs are usually only
used for formative testing to guide the progress of learners.
http://www.au.af.mil/au/afiadl/curriculum/icwguide/unit_2.htm
An ebook on writing multiple choice
questions
http://web.uct.ac.za/projects/cbe/mcqman/mcqcont.html
Tips for writing
multiple choice questions
http://www.psywww.com/selfquiz/aboutq.htm |
DISCUSSION:
How do clearly
written objectives assist the instructional designer? |
Lesson18
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Revision and Future Trend in Instructional Design |
Assessment
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Grade
Code: 72
* This is a Category D assessment.
* Student Records requires a Class Mark only.
* The Class Mark is locally set and locally marked.
* Results are reported as DISTINCTION, CREDIT, PASS, FAIL.
GRADE CLASS MARK (%)
DISTINCTION >= 83
CREDIT >= 70
PASS >= 50
All other cases FAIL
Assessment Events:
In addition to an overall pass in the module, students must pass
each assessment
event where there is a "yes" in the "must pass" column.
Number |
Name |
Outcomes/Timing |
Weighting |
Must
Pass |
1 |
Project |
1 - 6 |
100% |
Yes |
Download a copy
of the major project assessment guidelines
Assessment
Events' Comments:
The aim of this assessment is to enable you demonstrate your ability to
incorporate the principles of instructional design in the development of
multimedia products for use within a Webpage/site.
Your project assessment may consist of several parts such as:
· Practical work
· Assignments
· Observations
· Tests
You should demonstrate your ability to present and organise information
for
educational and learning purposes that shows your understanding of a
range of
software for on-line learning and exhibits your communication skills.
Your assessment should provide evidence that you are able to perform the
assessment criteria within each learning outcome. This may include (but
is not
limited to):
· Clearly understanding the brief from an instructional design
perspective
· Developing a range of multimedia options to use
· Researching ways to implement the options
· Selecting appropriate material
· Using visual design techniques effectively
· Ensuring that the final product satisfies the requirements of the
design
brief |
Subject Details
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Learning Outcome No.1
On
completion, the learner should be able to receive and interpret the
brief for the instructional design
project.
ASSESSMENT CRITERIA:
1.1 Liaise with the relevant personnel to interpret and identify the
objective and learning outcomes of the instructional product, ensuring
the creative, technical and production requirements of the brief can be
met.
1.2 Identify all relevant factors which may determine and affect the
instructional design through the breakdown and interpretation of the
brief and liaison with relevant personnel.
1.3 Clarify target user/audience to determine the format and delivery
platform of the instructional product through discussion with relevant
personnel.
On
completion, the learner should be able to generate and assess ideas.
ASSESSMENT CRITERIA:
2.1 Generate a range of ideas for the instructional design which are
technically feasible, respond to the brief and provide creative
solutions to all design issues.
2.2 Discuss ideas and collaborate, as required, with relevant personnel
to ensure contribution of a range of ideas and creative solutions to the
initial concept.
2.3 Continuously reflect on and assess the creative ideas and solutions
for implications on budget, timeline, technical feasibility, and
suitability to meet the brief.
On
completion, the learner should be able to conduct research.
ASSESSMENT CRITERIA:
3.1 Research the range of instructional approaches that reflect the
requirements of the brief and may influence the overall design
development.
3.2 Organise research media and findings for use by all relevant
personnel throughout the design development process, updating as
required.
3.3 Evaluate the initial discussions and design brief against the
findings and discuss with relevant personnel
On
completion, the learner should be able to select an instructional design
model.
ASSESSMENT CRITERIA:
4.1 Identify a range of instructional design models, considering their
characteristics, differences and ability to meet the brief.
4.2 Consult with relevant personnel to ensure that the full range of
models have been identified and sourced.
4.3 Select the instructional design model which fulfils the creative,
technical, and production requirements of the brief.
4.4 Ensure that selection is based on an understanding of the user
characteristics and capabilities.
On
completion, the learner should be able to plan and compose the
instructional product.
ASSESSMENT CRITERIA:
5.1 Using selected instructional design techniques to compose the
structure of the product, ensuring that all elements are fully
documented for future use.
5.2 Plan content, sequence and interactivity of learning activities to
be included according to technical, creative and production
requirements.
5.3 Determine the relevant multimedia elements necessary to construct
the product.
5.4 Discuss technical parameters and planning with relevant personnel
to achieve the most appropriate format.
5.5 Determine the range of appropriate design parameters and employ
these to fulfil the brief, ensuring the creative, technical and
production resources are adequate to achieve the final outcome.
On
completion, the learner should be able to evaluate instructional
strategies and materials.
ASSESSMENT CRITERIA:
6.1 Review instructional product to assess the application of creative
solutions to the design brief, the technical feasibility and its
appropriateness to the user/audience.
6.2 Discuss and confirm additional requirements or modifications to the
instructional design and undertake any necessary amendments.
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