Instructional Analysis

Instructional Analysis Report

​Roberto H. Layague Jr

Open Ended

How are you?

Overview of Course Design and Development

Web Link of the Source

Course Design and Development involves...

• Purposeful planning

• Organizing, sequencing, and pacing course content

• Thinking in terms of the student learning experience and desired learning outcomes

• Realizing that there is more than one way to fulfill learning outcomes

• A basis in a particular teaching and learning model

Analyze
Design
Development
Implement
Evaluation

ADDIE Model

Multiple Select

Which of the following is/are part of the ADDIE model?

• Evaluate

• Implement

• Development

• Design

• Analyze

ADDIE Model

• Analysis–determining the needs of learners.

• Design–establishing intended outcomes, the sequencing and structuring of instruction, methods of assessment, and technologies to be employed.

• Development–working out the details, drafting, and building out the course components (for example, within Blackboard), ensuring that it all is in alignment with the results of the analysis and design.

• Implementation–actually teaching the course, which will not be covered here.

• Evaluation–reviewing instruction to determine the effectiveness of the course, revising as needed. We will touch on this in the tutorial as part of our discussion of formative student feedback and how to manage redesign.

Students

Learning

Teacher

Teaching

Principles

Open Ended

In your teaching, what is the best part of your instruction and why?

Analysis for Design and Understanding Learning Outcomes

Analysis

• Analysis of Student Learners

• Analysis of Context of Course/Subject

• Analysis of Basic Parameters

Multiple Choice

What kind of analysis?

Level of Knowledge

• Student Lerners

• Context of Course

• Basic Parameters

Multiple Choice

What kind of analysis?

Weeks of Instruction

• Student Lerners

• Context of Course

• Basic Parameters

Multiple Choice

What kind of analysis?

Learning Outcomes

• Student Lerners

• Context of Course

• Basic Parameters

Understanding Learning Outcomes

• What students should be expected to know or do by the end of the course

• Observable and measurable actions taken by students

• The results or evidence of learning, not the activities performed in pursuit of the learning

Multiple Choice

Identify the statement if Goal or Outcomes?

Students will apply current technology to a work - related problem

• Goal

• Outcome

Multiple Choice

Identify the statement if Goal or Outcomes?

Students will demonstrate a command of the tone system and basic vocabulary of Mandarin Chinese.

• Goal

• Outcome

Multiple Choice

Identify the statement if Goal or Outcomes?

Students will be able to converse in Mandarin Chinese

• Goal

• Outcome

Multiple Choice

Identify the statement if Goal or Outcomes?

Students will have a better understanding of the implications of current technology.

• Goal

• Outcome

Guide in Writing Learning Outcomes

Specific: clear and focused terms that describe expected skills, knowledge, performance

Measurable: learning can be assessed through data, observation, or other concrete ways

Attainable or Appropriate or Achievable: doable within any limits and boundaries of the learner or course level

Relevant: the tasks are relevant to what is to be learned

Timebound: can be accomplished in the time accorded

Backward Design or UbD

Multiple Select

What are the stages of Understanding by Design?

Hint: 3 answers

• Plan Learning Experiences and Instruction

• Create GRASPS Activity

• Identify desired results

• Determine acceptable Evidences

Videos

Video 1

Video 2

Open Ended

What are your thoughts on the videos?