This series will teach the learner the basics of the instructional design process. Learners will discover how to identify the need for instruction and analyze the content to be taught. Best practices for designing, planning, implementing, and evaluating instruction will help prepare the learner to create instructional programs. This self-directed course can be completed within 90 days or sooner depending on time and learning capabilities of the student. Student has 1 year access to the course.
Training Avaliability and Delivery
This is an online eLearning or CBT training program
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This series will teach the learner the basics of the instructional design process. Learners will discover how to identify the need for instruction and analyze the content to be taught. Best practices for designing, planning, implementing, and evaluating instruction will help prepare the learner to create instructional programs.
Features:
Courses challenge the learner with a variety of question formats, including multi-step simulations, true/false, multiple choice, and fill-in-the-blank.
Exercises allow learners to practice in the actual application being studied.
A skill assessment generates a customized learning path based on the results of a pre-test.
A glossary provides a reference for definitions of unfamiliar terms.
A Course Topics list contains active hyperlinks, permitting quick access to specific topics.
Search text enables learners to rapidly search all text within a course to easily retrieve information required.
Outcomes:
After completing this course, students will be able to:
Process, Needs, and Roles
Differentiate among learning theory, instructional theory, and design plans
Identify the elements of the instructional design process
Conduct a needs assessment, goal analysis, and performance assessment
Define the role of the instructional designer
Identify tactics for working with SMEs and support personnel
Analysis and Objectives
Conduct a learner analysis
Recognize skills and information necessary to addressing learning needs
Organize content for instruction
Determine what learners can do to demonstrate mastery of the content
Design Concepts
Determine the best sequence for the content
Sequence content to improve the learner's understanding of the material
Teach a fact, concept, rule, procedure, interpersonal skill, and attitude
Present the content in a way so that each learner will master the objectives
Use different preinstructional strategies
Implement your instructional strategies
Use text and pictures within the content
Planning and Implementation
Interpret the design plan and translate it into instruction
Differentiate between instructional delivery methods
Design structure of an instructional design group or service
Create operating policies for an instructional design project
Formulate a plan to support and manage a design group
Identify ways to implement and deliver instruction
Evaluation
Define the purpose of evaluation
Construct instruments to test knowledge, skills, behaviors, and attitudes
Calculate program efficiency
Estimate program costs
Assessment:
Students may master the course/s by achieving a percentage at or above 70% for each individual lesson, through their scoring results of the course questions, the skill assessment, or a combination of both.
Course Information (see above or below lessons, outlines, activities, etc.)
Course Details
Process, Needs, and Roles
Learning theory
Instructional design plan
Instructional design process
Needs assessment
Conducting a needs assessment
Goal analysis
Performance assessment
Role of the designer
Client and SME
Support personnel
Analysis and Objectives
Learner characteristics
Non-conventional learners
Contextual analysis
Task analysis
Topic analysis
Procedural analysis
Conducting a task analysis
Objective domains
Developing instructional objectives
Cognitive domain
Psychomotor and affective domains
Classifying objects
Design Concepts
Learning and world-related sequencing
Other sequencing types
Foundations of instructional strategies
Teaching facts and concepts
Teaching principles, rules, and procedures
Teaching interpersonal skills and attitudes
Preinstructional strategies
Design for text
Using pictures and graphics
Planning and Implementation
Using the design plan
Guidelines for instruction
Group presentations
Self-paced learning
Small-group formats
Instructional design in an organization
Operating policies
Project management
Planning the implementation
Evaluation
Purposes of evaluation
Relationships among evaluation types
Validity and reliability
Standards of achievement
Pretesting
Testing knowledge with objective tests
Testing knowledge with constructed-response tests
Attitude assessments
Formative evaluation model
Program efficiency and cost
Contact Hours: 24
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Online Training Directory - Workforce and Continuing Ed online courses are offered at basic, intermediate and advanced levels. Going beyond basic training provides a deeper and more educationally rewarding learning experience, especially for students who wish to advance careers or initiate new ones. For the general lifelong learner we continue to offer "fun to learn" single, stand-alone courses.
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