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Material Design

The Design & Developemtn of online materials

Jeyson Ricardo Diaz

on 15 September 2012

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Transcript of Material Design

Instruction enhances learning, retention
and learning transfer (Gagne & Briggs, 1974) when we talk about design, we talk about instruction The Design & Development
of Online Course Materials The design and development of online course materials is a potential alternative to a curriculum proposal

It guarantees people's access to ICT (TIC) and generates opportunities for them to benefit from it we teachers need to implement different educational strategies on virtual environment platforms in order to improve our teaching practices Liliana Cuesta (2010) instructional Design Useful approach to course design THE ADDIE MODEL Analysis starts with what was found in the analysis stage
looks for solutions in terms of arrangement of resources, strategies and assessment procedures that best suit instruction
has two main characteristics DESIGN this model (ADDIE) has a formative and summative evaluation
the evaluation determines if there was success in planning/using
the products so that we can plan further improvements EVALUATION deals with the creation of tools and products required to meet the objectives
in this stage designers elaborate an action plan composed of specific procedures to get the plan done DEVELOPMENT it's when we put the planning into operation
this stage requires a high degree of involvement by the participants
it has three circumstances to make this stage efficient IMPLEMENTATION AGENTS INVOLVED There are four basic conditions for effective
integration of technology into materials design:

Technical assistance
Planning time
Staff development
(HERNANDEZ, 2005) Director

An academic team
(E-learning specialist, a pedagogic coordinator, tutors)

A technical team (A technical coordinator, Platform Administrator, Campus administrator, Graphic designer,) THE END-USERS Tutor’s skills

1. Clear and steady communication

2. Information Technology (IT) and content area

3. Competence

4. Management

5. Vision

6. Open-minded attitude

7. Leadership STUDENTS’ ROLE
Risk-takers and constructive
members in a learning community. FIVE MAJOR


2. Technical

3. Procedural

4. Interactional

5. Transactional INTERACTION
ENVIRONMENTS *Tutors need to employ practices that focus on fulfilling their learner’s needs.

*Tutors must smooth the progress of learners through the incorporation of highly interactive practices that transfer well from synchronous to asynchronous learning scenarios.

*Learners must make a profound commitment in their plans to accomplish learning in a non-traditional but cooperative manner. DESIGNING MATERIALS CONTENT

Coherent to Curriculum
Subject to a continuous evaluation stage. STRUCTURE

1. Information

2. Classification of the material

3. Navigation............ Tutor’s skills
1. Clear and steady communication
2. Information Technology (IT) and content area
3. Competence
4. Management
5. Vision
6. Open-minded attitude
7. Leadership STUDENTS’ ROLE
Risk-takers and constructive
members in a learning community Requires certain stages throughout its implementation and the
designer decides the approach e.g. behaviorist, cognitive or constructivist Analysis
Evaluation ADDIE
model It's a crucial planning stage which identifies the target audience and its characteristics
Designers have to think of:
a. types of learners
b. learning styles
c. intelligences specific systematic Because it needs to establish a logical method
to identify, develop and evaluate strategies to achieve an instructional objective because each constituent must be carefully set up
in order to attend specific details b. assessing learners a. determining a previous training procedure for preparing both teachers and learners c. setting up all the conditions (tools, spaces, personnel Formative Summative identifies weak points in the early stages, evaluate them and design strategies to surpass obstacles it is done once development and implementation phases are completed.
this evaluation looks for an efficient implementation stage which matches the instructional aims we talk about models
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