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This document discusses instructional design, which is the process of improving instruction through analyzing learning needs and systematically developing learning experiences. It notes that instructional designers often use technology and multimedia tools to enhance instruction. The first step in instructional design is setting objectives, including general instructional objectives and specific learner outcomes. Objectives should be evaluated based on criteria like comprehensiveness, consistency, and practical utility. The document also briefly mentions user interface design principles, assessment and evaluation techniques, learning theories, and organizational learning.
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This document provides strategies for developing instructional materials that target interpersonal skills. It discusses considering the learning objectives, instructional strategy, costs, and available resources. The materials should allow for peer interaction, group activities, and communication skills practice. A variety of media is considered, like role playing, simulations, and games, each with benefits and limitations. Selection depends on the learning goals, instructor abilities, and ensuring opportunities for feedback and skill application.Instructional strategy
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The document provides instructional strategies for teachers. It describes the Directed Reading-Thinking Activity (DRTA) strategy which focuses on making predictions before, during, and after reading. It also describes the Question-Answer Relationship (QAR) strategy which categorizes questions as having answers that are explicitly stated in the text, require combining information from the text, require background knowledge and the text, or require opinions. Additional strategies described include KWL charts, comparison matrices, response notebooks, anticipation guides, and more. The document provides details on how teachers can implement each strategy in the classroom.Assessment by reginald smith
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This document provides an overview of criterion-referenced assessment and guidelines for developing criterion-referenced tests. It discusses the purpose of criterion-referenced tests which is to measure learner performance against established criteria or standards. It also outlines four categories of criteria for developing criterion-referenced test items: goal-centered, learner-centered, context-centered, and assessment-centered. The document provides details on determining mastery levels, setting mastery criteria, writing test items and directions, and evaluating tests and test items.Recently uploaded (20)
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Team Science in the AI Era: Talk for the Association of Cancer Center Administrators (ACCA) Team Science Network (April 2, 2025, 3pm ET)
Host: Jill Slack-Davis (https://www.linkedin.com/in/jill-slack-davis-56024514/)
20250402 Team Science in the AI Era
These slides: TBD
Jim Twin V1 (English video - Heygen) - https://youtu.be/T4S0uZp1SHw
Jim Twin V1 (French video - Heygen) - https://youtu.be/02hCGRJnCoc
Jim Twin (Chat) Tmpt.me Platform https://tmpt.app/@jimtwin
Jim Twin (English video OpenSource) https://youtu.be/mwnZjTNegXE
Jim Blog Post - https://service-science.info/archives/6612
Jim EIT Article (Real Jim) - https://www.eitdigital.eu/newsroom/grow-digital-insights/personal-ai-digital-twins-the-future-of-human-interaction/
Jim EIT Talk (Real Jim) - https://youtu.be/_1X6bRfOqc4
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Marketing is Everything in the Beauty Business! 憓 Talent gets you in the ...
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Marketing is Everything in the Beauty Business! 憓
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Feedback welcome at amlansarkr@gmail.com
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This presentation explores the role of generative AI (GenAI) in enhancing the Scholarship of Teaching and Learning (SoTL), using Feltens five principles of good practice as a guiding framework. As educators within higher education institutions increasingly integrate GenAI into teaching and research, it is vital to consider how these tools can support scholarly inquiry into student learning, while remaining contextually grounded, methodologically rigorous, collaborative, and appropriately public.
Through practical examples and case-based scenarios, the session demonstrates how generative GenAI can assist in analysing critical reflection of current practice, enhancing teaching approaches and learning materials, supporting SoTL research design, fostering student partnerships, and amplifying the reach of scholarly outputs. Attendees will gain insights into ethical considerations, opportunities, and limitations of GenAI in SoTL, as well as ideas for integrating GenAI tools into their own scholarly teaching practices. The session invites critical reflection and dialogue about the responsible use of GenAI to enhance teaching, learning, and scholarly impact.
Module 5 slideshare apt
- 2. Instructional Design: The process by which instruction is improved through the analysis of learning needs and systematic development of learning experiences. Instructional designers often use technology and multimedia as tools to enhance instruction
- 3. The first step in creating instruction is setting objectives. These are the same objectives that are used in assessment
- 4. General Instructional Objective(GIO) GIOs state general purposefor the course They are generally made up of a variety of sub- behaviors
- 5. Specific Learner outcomes (SLO) You will always have multipleSLOs for each GIO. SLOs "indicator behaviors" - no one of them by themselves is sufficient, but together they provide evidence that the GIO has been acheived. SLOs are not prerequisite behaviors for the GIO (that would be a different GIO).
- 6. Evaluating Objectives When evaluating objectives, one should look for the following: Comprehensiveness Congruency with societal values and prescribed school functions Psychological soundness Practical utility Feasibility Consistency Completeness
- 7. User Interface (GUI) Design The design of the user interface of a website or software applicationis of utmost importance for the success of the product. Listed below are some principles for creating functional user interfaces. For more information, check out Steve Krug's book "Don't Make Me Think". It is an excellent guide to creating effective graphical user interfaces (GUIs).
- 8. Assessment & Evaluation Learning objectives Journals and organizations Research Projects/Papers Assessing Learning Rubrics Psychological Assessment and Evaluation
- 9. Learning Theories Educational Psychology Learning Theories Learning Styles Cognitive Science Social Learning Teaching Methods Attention Economics
- 10. Organizational Learning Learning Organization Communities of Practice