Instructional Design
Three blog sites on Instructional Designs are linked here
Site 1
Site 2
Site 3
The first site is from Asoka, the second is from Prasadi and the last one is from Wendy. These links were included to my Google Reader. I like to critic the content of the Wendy’s site.
I agreed her explanations on Learning Theories and Instructional Design. In the site of Wendy I found the following sentence.
This is a continual field of collaboration, exploration of the instructional design process, and technological training in order develop instructional programs that will harness and promote success.
I like to add explanation on technological training. The constructing Instructional Designs is a time consuming cyclic process. Development of materials is a time consuming and costly processes. Hence there should be a process like follows.
1. Selection
2. Feasibility Study
3. Design
4. Development
5. Testing and modification, Training
The topic selection of an Instructional Design is very effective. There may not require developing materials for each topic similarly. If the instructional designing and development process is costly and time consuming feasibility study is very essential. Instructional Design and development will be very important in the process. In the testing and modification stage materials should be tested in the classroom level with students. When it gets test there will be some findings for modifications and they should be rectified in the next stage. The teachers and student may not use properly these materials if they not trained well. The requirement of training will defend on the level of the materials. The above explanation is my own experience.
Two resources on “The brain and learning, information processing theory, and problem-solving methods during the learning process”.
Three blog sites on Instructional Designs are linked here
Site 1
Site 2
Site 3
The first site is from Asoka, the second is from Prasadi and the last one is from Wendy. These links were included to my Google Reader. I like to critic the content of the Wendy’s site.
I agreed her explanations on Learning Theories and Instructional Design. In the site of Wendy I found the following sentence.
This is a continual field of collaboration, exploration of the instructional design process, and technological training in order develop instructional programs that will harness and promote success.
I like to add explanation on technological training. The constructing Instructional Designs is a time consuming cyclic process. Development of materials is a time consuming and costly processes. Hence there should be a process like follows.
1. Selection
2. Feasibility Study
3. Design
4. Development
5. Testing and modification, Training
The topic selection of an Instructional Design is very effective. There may not require developing materials for each topic similarly. If the instructional designing and development process is costly and time consuming feasibility study is very essential. Instructional Design and development will be very important in the process. In the testing and modification stage materials should be tested in the classroom level with students. When it gets test there will be some findings for modifications and they should be rectified in the next stage. The teachers and student may not use properly these materials if they not trained well. The requirement of training will defend on the level of the materials. The above explanation is my own experience.
Two resources on “The brain and learning, information processing theory, and problem-solving methods during the learning process”.
The site explains about the most widely accepted theory "stage theory," based on the work of Atkinson and Shriffin (1968). The focus of this model is on how information is stored in memory; the model proposes that information is processed and stored in 3 stages. In this theory, information is thought to be processed in a serial, discontinuous manner as it moves from one stage to the next.
The site explains again as more widely accepted theory "levels-of-processing" of Craik and Lockhart (1972). The major proposition is that learners utilize different levels of elaboration as they process information. This is done on a continuum from perception, through attention, to labeling, and finally, meaning.
Then the site explains about the two-way flow of information. A fourth principle generally accepted by cognitive psychologists is also explain in the site as that the human organism has been genetically prepared to process and organize information in specific ways.
Stage Model of Information Processing
The site explains again as more widely accepted theory "levels-of-processing" of Craik and Lockhart (1972). The major proposition is that learners utilize different levels of elaboration as they process information. This is done on a continuum from perception, through attention, to labeling, and finally, meaning.
Then the site explains about the two-way flow of information. A fourth principle generally accepted by cognitive psychologists is also explain in the site as that the human organism has been genetically prepared to process and organize information in specific ways.
Stage Model of Information Processing
This model proposes that information is processed and stored in 3 stages which are Sensory memory (STSS), Short-term memory (STM) (also called as working memory WM) and Long Term Memory (LTM). The diagram above is in the site very useful. It shows what is happing on the information which was detected by Sensory Registers (Sensory Memory).
The next site I selected is also about the Information Processing Theory. This site has the following diagram.
The table of “USING THE INFORMATION PROCESSING APPROACH IN THE CLASSROOM” in the site is very useful. It explains the information Processing approach in the classroom.
In my next selected site includes wide range of Learning Theories. This site is also very useful to me.
Learning Theories.
No comments:
Post a Comment