1、DE & ISD: 需求與標(biāo)的之關(guān)係,Richard A. Cornell University of Central Florida Wenzao Ursuline College of Languages,Our Objectives,The participant will: Identify basic ISD models Define an objective Match objective to requirement Evaluate objective as applied to requirement,Some Assumptions About You,You can i

2、dentify more than one ISD model You know how a systematic process of instruction is applied You can conduct a needs assessment You have written training objectives You have evaluated your instruction through testing of exit competencies,古早以前.,We know there is a problem if we have a difference betwee

3、n what is and what should be The differences we observe may or may not reflect a “training” problem, i.e. ?,教學(xué)設(shè)計(jì)程序之介紹,基本 ISD 模式: ADDIE,Analyze Design Develop Implement Evaluate (Control),ISD模式之一,Topic,Objectives,Instruction,Evaluation,Revision,Revision,ISD模式之二,Learner Characteristics,Instructional P

4、roblems,Instructional Resources,Task Analysis,Evaluation Instruments,Instructional Delivery,Instructional Objectives,Instructional Strategies,Content Sequencing,Planning,Revision,Project Management,Formative Evaluation,Support Services,Summative Evaluation,教學(xué)/學(xué)習(xí)程序之原由.,* Global Economy * Information-

5、based economy * Diverse Work Force,教材,Subject content and skills that comprise a program,教材,Purpose or mission Goals for education or training Categorization and organization of instruction,教材的設(shè)計(jì)發(fā)展,Educational purposes Educational experiences to obtain purposes Organizing experiencesD.E. or F2F? Att

6、aining purposes,教材籌劃之限制,* Diverse populations * Motivation * Teaching and Learning methods * Competency Levels * Technology * Cost * Job satisfaction,教學(xué)設(shè)計(jì)程序之重要元素,For whom is the process being developed What do you want to be “l(fā)earned” How is the content or skill best “l(fā)earned” How do you determine t

7、he extent of the “l(fā)earning” that has been achieved,完整之教學(xué)設(shè)計(jì)計(jì)劃,Instructional problems Learner characteristics Subject content Instructional objectives Sequence content Instructional strategies Instructional delivery Evaluation Resources,教學(xué)設(shè)計(jì)程序之前提,Systematic Procedure and Specificity. Starts at Course

8、Development Level Use of Instructional Design Plan Procedural Goals Expected Level of Learning The Best Way to Design,運(yùn)用教學(xué)設(shè)計(jì)程序的優(yōu)點(diǎn),標(biāo)的之功能,Means of designing appropriate instruction Provides a framework for evaluation Acts as a guide for the learner,標(biāo)的之三項(xiàng)範(fàn)疇,Cognitive Affective Psychomotor,Level of Bloo

9、ms Taxonomy,Knowledge: Recall of specific information Comprehension: Lowest level of understanding Application: Application of a rule or principle Analysis: Breaks an idea in component parts and describes the relationships Synthesis: Puts the parts together to form a new whole Evaluation: Makes judg

10、ments about materials and methods,Domain of Psychomotor Objectives,Imitation: Demonstrates an observed action Manipulation: Performs an act Precision: Performs with accuracy Articulation: Performs a coordinated activity in efficient and coordinated manner,Affective Domain,Receiving Responding Valuin

11、g Organizing Characterizing by value,Interrelation of Domains,A well organized program with participation inspires a positive attitude,發(fā)展教學(xué)標(biāo)的,Refine Modify,Writing Objectives in the Cognitive Domain,Behavioral Objectives Cognitive Objectives “SLOB”,Writing Objectives for the Psychomotor Domain,Using

12、 verbs to describe.,Writing Objectives for the Affective Domain,Observation. Identify cognitive component Identify a behavior,標(biāo)的分類,Mager and Beachs Model * Speech * Manipulation * Recall * Discrimination * Problem-solving,撰寫標(biāo)的之難處,Pros and Cons of Writing Objectives,運(yùn)用評估來增強(qiáng)課程:Conducting Formative and

13、 Summative Evaluations,評估/修正,Instructional Problems,Learner Characteristics,Instructional Resources,Instructional Strategies,Evaluation Instruments,Instructional Delivery,Instructional Objectives,Task Analysis,Content Sequencing,Planning,Revision,Project Management,Formative Evaluation,Support Servi

14、ces,Summative Evaluation,形成式評估的基本模型,Purpose Why is the evaluation being conducted? Audience Who receives the evaluation results? Issues What are the questions/objectives? Resources What resources are needed?,形成式評估的階段,One-on-one trials Small-group trials Field trials,總結(jié)式評估: 決定課程結(jié)果,Effectiveness of le

15、arner learning Efficiency of learner learning Cost of program development and continuing expenses Attitudes and reactions to the program Long-term benefits,評估 versus 研究,Collect data form the time the program is conceived Avoid confusing research with evaluation,課程成效,Data collection instruments Check

16、list Rating scale Ranking Open-ended questions,課程效率,Learner time required Faculty and staff required Use of facilities,課程費(fèi)用,Developmental costs Operational costs Instructional cost index,再追蹤評估的優(yōu)點(diǎn),Educational Programs Capabilities in basic skills Knowledge and competencies Proficiencies to carry out tasks Fulfillment of roles as ci