This is a summary of all literature and lectures for the course Instructional Design and Evaluation (ID&E) Educational Sciences, Utrecht University.
The summary is presented in the form of slides, divided per week and per author, to facilitate learning.
Each week is represented by a different colou...
1.1
Reiser, R. A. (2001).
A history of instructional design and technology: Part II: A
history of instructional design.
1.2 Clarà, M. & Barberà, E. (2013).
Learning Online: Massive Open Online Courses (MOOCs),
Pellegrino, J. W., DiBello, L.V., & Goldman, S. R.
1.3 (2016).
A framework for conceptualizing and evaluating the validity of instructionally
relevant assessments,
, 27/10/2018
A history of instructional
design and technology: Part II:
A history of instructional
design.
Reiser, R. A. (2001).
1.1 Historical perspective ID field
• WWII: assessment of skills for screening and selecting
• Programmed instruction movement: instruction in small steps,
learner self-pacing, formative evaluation
• Learning objectives
• Criterion-referenced testing movement: measure irrespective of others
• Gagné’s nine events of instruction
• Formative evaluation: Sputnik draft before final form
• instructional design enters business
• constructivism: own role in knowledge construction process, complex
and realistic problems
• rapid prototyping
, 27/10/2018
1.1 theories of learning
behaviorism cognitivism constructivism
knowledge is teaching reality interpreting reality constructing reality
aim of learning reproduce behavior remember and apply knowledge construction
is knowledge from LTM and applying
learning repeating and reinforcing refining mental models carrying out authentic
process is behaviour tasks
guidelines for behavioral objectives build up complexity of authentic whole tasks.
instruction Bloom’s taxonomy learning tasks. Gagné’s 5 performance tests.
toddler’s Reward Chart categories of learning; 9 Mayer’s principles:
Direct Instruction (skinner) events of instruction. multimedia for e-learning
(! Overlap with Bloom) Merril (2002): activate>
criterion-based tests demonstrate >apply
>integrate
1.1 Paradigm changes
• selection to expertise development,
• teacher to learner centered learning,
• standardized instruction to adaptive instruction,
• norm-based testing to criterium-based testing,
• learning individually to learning collaboratively.
, 27/10/2018
1.1 Design models
• There is no one best model: choose the right one for the job.
Design as an iterative process.
orientation classroom product system
output few hours of self- course /
instruction instructional curriculum
package
resources very low high high
who? individual usually team team
tryout and revision low-medium very high medium to high
Learning Online: Massive
Open Online Courses
(MOOCs)
Clarà, M. & Barberà, E. (2013)
The benefits of buying summaries with Stuvia:
Guaranteed quality through customer reviews
Stuvia customers have reviewed more than 700,000 summaries. This how you know that you are buying the best documents.
Quick and easy check-out
You can quickly pay through credit card or Stuvia-credit for the summaries. There is no membership needed.
Focus on what matters
Your fellow students write the study notes themselves, which is why the documents are always reliable and up-to-date. This ensures you quickly get to the core!
Frequently asked questions
What do I get when I buy this document?
You get a PDF, available immediately after your purchase. The purchased document is accessible anytime, anywhere and indefinitely through your profile.
Satisfaction guarantee: how does it work?
Our satisfaction guarantee ensures that you always find a study document that suits you well. You fill out a form, and our customer service team takes care of the rest.
Who am I buying these notes from?
Stuvia is a marketplace, so you are not buying this document from us, but from seller josienboetje1. Stuvia facilitates payment to the seller.
Will I be stuck with a subscription?
No, you only buy these notes for $7.52. You're not tied to anything after your purchase.
