Instructional Design, Development and Evaluation - Dissertations. Expert conceptualizations of the domain of instructional design: Planning for a K distance learning system: A case study, Lynda Ann Hanrahan. Link The professional, creative and friendly team of are Dissertation On Instructional Design For K 12 ready to meet your highest academic expectations 24/7! Years of experience and endless enthusiasm support our spotless reputation. Thank you for staying and ordering with us Dissertation On Instructional Design For K 12, when writing an essay what pov do you use, dissertation writings, i need free help to write a counselling essay. Essay Re-writer If your essay is already written and needs to be corrected for proper syntax, grammar and spelling, this option is for you
The impact of the COVID global pandemic on schools was massive and unprecedented. Many schools were forced to close, and teachers were forced to deliver their instruction online with a very short notice. This article describes the context in which CAFE was created and the three stages of improvement it went through from a simple instructional design table to the instructional design model. It also shares a reflection on the creation and characteristics of CAFE and finally, it ends with the introduction of the CAFE model.
Most K Teachers world-wide were not prepared for this sudden need and were forced to deliver their instructions online when the COVID global pandemic hit schools.
They were then and still are now working hard to transform their face-to-face classes into a virtual platform while simultaneously seeking a practical way to complete this daunting task. It was under such a circumstance that the Content, Activities, Facilitation, and Evaluation CAFE instructional design model was created to assist K teachers to complete this task, dissertation on instructional design for k 12.
This article shares with the readers the development process of CAFE instructional design model to assist K teachers to teach remotely Hodges et al.
In the field of instructional design, there are many well-known instructional design models such as ADDIE Analysis, Design, Development, Implementation, and Evaluation BranchASSURE by Smaldino et al. These models, generally speaking, require extensive knowledge and professional skills of instructional design to be able to flexibly and effectively use them in practice.
They are certainly not a choice for many school teachers to meet their challenges during this COVID pandemic school closure when they were in the reactive mode for instructional design, dissertation on instructional design for k 12. It was created to address urgent needs of K teachers with assumptions that K teachers clearly understand the students, their learning needs, available technology and dissertation on instructional design for k 12 for learning at home, and their instructional content.
This article describes how CAFE was created, tested, improved based on the feedback from its users dissertation on instructional design for k 12 from instructional design experts, and finally evolved into a simple but well-used instructional design model that assisted many K teachers to transform their classes online and teach them remotely.
The COVID global pandemic hit K schools hard in many countries and forced K teachers to adopt online instruction to minimize the negative impact of school closure on student learning. According to UNESCO Institute for Statistics data, by March 4,nearly 1. These figures correspond to the number of learners enrolled at pre-primary, primary, secondary levels of education as well as those tertiary education levels, which constitute As this pandemic happened so quickly and in such an unprecedent manner, one quick reaction many schools took was to shift their face-to-face classes to remote teaching ones to keep learning going during the pandemic disruption.
With a very short notice, many K school teachers were forced to move their classes online and teach them remotely. Under such a circumstance, different teachers expressed varied needs dissertation on instructional design for k 12 responding to dissertation on instructional design for k 12 teaching challenges. To find out specific needs K teachers face at the initial stage to transform their face-to-face classes online to keep learning going, a short survey of eight questions was sent out to a group of K teachers as an email attachment.
A total of 18 surveys were collected from China and then from the USA. The teachers who answered the survey were teaching different subjects including English, Reading, Social Science, and STEM Science, Technology, dissertation on instructional design for k 12, Engineering, and Mathematics courses in public and private schools. They were teach at different levels from primary schools, middle schools to high schools.
Their ages ranged from 24 to Concurrently with the survey, a series of phone interviews with schoolteachers in China and locally in USA were conducted from beginning of January to the end of March Both the survey and the phone interviews with schoolteachers confirmed the critical and urgent needs they faced at the time:.
To address these critical and urgent needs, a simple table was first created for K teachers to assist them with their preparation for remote teaching Table 1. CAFE has gone through three stages of improvement. The improvement followed a circle of uses in the field, seeking for feedback and suggestions from its users, and revision based on the feedback and suggestions. In the first stage, the above table Table 1 was sent to some K teachers and the comments and feedback later received were encouraging.
However, requests for a better and clearer guidance were obvious. A teacher commented:, dissertation on instructional design for k 12.
However, some examples you included in the table are not clear to me. Who is Robert frost, for example? Perhaps, you should include more explanations for the table. The phone conversations with a local schoolteacher also suggested for a clearer guidance on these tasks.
Hope you could explain a bit more on these tasks. Based on these comments and feedback, three major changes were made by 1 using task category labels to clarify the nature of the design tasks, 2 focusing on what needs to be done in its explanations, 3 removing confusing examples and 4 replacing them with commonly used activities for online instruction.
Table 2the improved instructional design table with CAFE task labels, was sent out to K teachers and a few university faculty members to further test for its improvement.
The second stage of improvement was based on feedback received on the use of the instructional design table Table 2. It was much better embraced by teachers this time. However, a couple of teachers who were new in the profession still kept asking for further explanations. Dissertation on instructional design for k 12 on their comments and suggestions, CAFE was further improved by 1 adding visuals to illustrate the tasks.
With these changes, CAFE was much easier to use and was much better received by its users in general. However, one persistent new teacher called me a number of times asking for explanations of all those variables mentioned in CAFE.
His persistence together with feedback received from expert instructional designers pushed CAFE into the third stage of improvement and made CAFE an instructional design model rather than a quick job-aid to react to an urgent instructional situation. In this stage, CAFE was sent to three colleagues, who are experts in the field of instructional design, for comments and suggestions.
They pointed out that though most of the instructional design efforts by school teachers started as a reaction to the COVID school closure, many school teachers soon have learned and adapted themselves to this type of new remote teaching.
They began to move quickly beyond the initial reactive phase and into more active learning phase of remote teaching. As suggested by an expert instructional designer, in addition to knowing what and how, teachers may also need to know why as some of pedagogical implications in CAFE might not be that obvious to them.
This reminded us that effective technology integration for teachers requires knowledge of content, technology and pedagogy as illustrated by the TPACK framework Mishra and Koehler The third stage of improvement for CAFE, according to the feedback from both teachers and experts of instructional design, added 1 a list of synthesized principles for remote teaching, 2 a revised illustration on facilitation of three types of interaction and their inter-connectedness responsible for student online learning, and 3 removed the rigid table that was not user-friendly.
After these stages of improvement, CAFE began to establish as an instructional design model. At the reflection, it must be mentioned that this paper is not a research paper that reports the effects of CAFE instructional design model but shares the process of its development. The purpose of CAFE was to address urgent needs and to solve a practical problem of K teachers during the COVID pandemic school closure.
From a simple table to guide instructional design of schoolteachers as a quick job-aid, CAFE gradually evolved into an instructional design model that describes what need to be done to create instructions for remote teaching in a systematic way that is easy to understand for schoolteachers.
Like many other instructional design models, CAFE takes into consideration the specific context where schoolteachers generally have a good understanding of their students and learning contents but are unprepared for transforming their regular classes online for remote teaching in such a short notice. CAFE has visuals for easy and accurate comprehension of different categories of instructional design tasks.
However, CAFE helps its users by focusing on essential tasks and directly describes how to get the tasks done. In this sense, CAFE shares much of ADDIE elements and can be seen as a derivation from ADDIE as revealed by Table 3, dissertation on instructional design for k 12. When schoolteachers engaged in these categories of instructional design tasks as revealed in CAFE, multiple design elements were actually involved to ensure that their instruction can be created effectively and in a systemic manner.
To many of them, CAFE is a preferred instructional design model than others primarily because it was specifically created to address their urgent instructional design needs and has user-friendly characteristics.
It affirms the nature of instructional design as solving real life problems in learning and teaching. Before the CAFE model is fully presented, it must be mentioned that some university faculty members, who used CAFE to create their online classes for remote teaching, have also complimented it for its easy-use, clear guide, and useful principles. These comments by university faculty members indicate the possible uses of CAFE beyond K settings and in higher education.
As a new instructional design model, it will be presented below for more critiques, comments, and suggestions for its further improvement. The impacts of the COVID global pandemic on schools and universities are massive.
Teachers are working hard to transform their classes into a virtual platform while simultaneously seeking a practical way to complete this daunting task. In addition to many well-known instructional design models, such as ADDIE Analysis, Design, Development, dissertation on instructional design for k 12, Implementation, and Evaluation BranchASSURE by Smaldino et al.
The assumptions are that you clearly understand your students, their learning needs, available technology and resources for learning at home and your instructional contents. Organize your instructional content in a systematic way. You have four levels of content — Course, Module, Lesson, and Activities - you need to consider in this step as illustrated below. Course Level: Check your course content against your program requirements and standards.
Make sure that they are well aligned with your program requirements and standards. Module Level: Organize your instructional contents for the semester into a weekly module. Give a title to each module and write out its instructional goals. Lesson Level: Identify the learning contents for each module first. You might have several instructional units or lessons within each module. Activity Level: List out all the needed materials for the lesson. This includes reading materials such as textbook chapters, activities, instructions on how to perform tasks in your remote class, assignments, project explanations, technological or other types of tools needed, dissertation on instructional design for k 12.
Have consistent expectations repetitive structure each week in the development of your instructional content. This will assist the K students with developing a routine and engage in learning with less confusion, dissertation on instructional design for k 12. They can be a collaborative project, individual assignments, tests and quizzes, discussions, online explorations for problem solving.
Organize your thoughts according to 1 Prior to the Activities, 2 During Activities, and 3 Post Activities. Here are a few more considerations when you locate activities online or design and develop learning activities. If the learning activities are found online, make sure they are adapted to your own classroom situations and check for accessibility to make them compliant with ADA for students with disabilities.
If you design and develop your own activities, ask a student to read your instructions to ensure they are clearly written. This will save you a lot of trouble down the road. When requiring students to complete a task that involves the use of a new platform, model the learning and provide examples for students.
When setting activities up in a Learning Management System LMS such as Canvas, be sure to test them before launching.
It is also very important to make them ADA compliant. There might be some students with disabilities sitting in your online class. There are a dissertation on instructional design for k 12 variety of learning activities that can be used in your lessons.
Some commonly-used online activities include:. Reflective Activities: Online discussions, writing a chapter summary, or writing an argument. Productive Activities: Creating a plan for online learning, sharing a piece of newly-composed music, a collaborative writing project, or recording a video talk to synthesize a book chapter. Synchronous Activities: Participating in a live class polling, and synchronous online discussion forums.
Asynchronous Activities: Sharing personal understanding of a chapter through social media, hosting an asynchronous discussion forum, or a math problem solving assignment. Over 30 years ago, Moore listed three types of interaction responsible for distance and online learning: 1 learner-content interaction, 2 learner-instructor interaction, and 3 learner-learner interaction.
What is Instructional Design?
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