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,InhoudInstructional design – samenvatting.................................................................................3
1 Instructional design.....................................................................................................3
1.1 Designproces vs. leer-en instructieproces..................................................................3
1.2 Taxonomie ID-modellen..........................................................................................3
1.3 Designprocesmodellen............................................................................................3
1.4 Drie A’s van design................................................................................................3
1.5 Componenten leeromgeving....................................................................................5
2 Multimodale leeromgeving............................................................................................5
3 Negatieve gevoelens....................................................................................................5
3.1 Lijst negatieve gevoelens........................................................................................5
4 Personal Goals............................................................................................................5
5 Personal Goal Theory...................................................................................................5
5.1 Specificatie (maakt conceptualisatie concreet)...........................................................7
5.1.1 Inhoudelijk......................................................................................................8
5.1.2 Technologie.....................................................................................................8
6 Distributed Design.......................................................................................................9
6.1 Analyse – 4 CONTEXTEN.........................................................................................9
6.1.1 Doel van ANALYSE..........................................................................................10
7 Educational engineering..............................................................................................11
7.1 Engineering.........................................................................................................11
7.2 Educational engineering........................................................................................11
7.3 Designprocesmodellen..........................................................................................12
7.4 Persoonlijke hypotheses........................................................................................12
8 Validering.................................................................................................................13
EXAMEN......................................................................................................................14
Distributed designmodel................................................................................................16
, Instructional design – samenvatting
1 Instructional design
1.1 Designproces vs. leer-en instructieproces
Leer- en instructiemodellen
Stappen die doorlopen moeten worden
in het leerproces
o Leercyclus Kolb
o Negen events of instruction
(Gagné)
o …
Designprocesmodellen
Alles voor het ontwerpen
Nadenken over hoe er geleerd kan
worden
Denkwerk = blauwdruk maken
1.2 Taxonomie ID-modellen
- Designprocesmodellen
- Designproductmodellen
- Leer-en instructiemodellen
- Inhoudelijke modellen
- Technologie-modellen
- Ontwikkelingsmodellen
- Implementatiemodellen
- Evaluatiemodellen
1.3 Designprocesmodellen
Systematisch Iteratief (herhalend) Educational Engineering
= watervalmodel = proces belangrijker dan
product
ADDIE Rapid – Agile - Lean Jozef Colpaert
1.4 Drie A’s van design
APPLICATION
Rekening houden met en/of toepassen van relevante, gefundeerde en aanvaarde
theorieën, modellen en ervaringen
ADAPTATION
Aanpassing aan de concrete context van leerder en leraar
APPROXIMATION
Het formuleren en valideren van designhypotheses als tussenstap op weg naar een
optimale leeromgeving
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