{"content":{"sharePage":{"page":0,"digests":[{"id":"33698236","dateCreated":"1296872732","smartDate":"Feb 4, 2011","userCreated":{"username":"emergingrids","url":"https:\/\/www.wikispaces.com\/user\/view\/emergingrids","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/emergingids.wikispaces.com\/share\/view\/33698236"},"dateDigested":1532390296,"startDate":null,"sharedType":"discussion","title":"Development Document","description":"The delivery method chosen by our group is self-paced leaning. It is believed that a student learns more when they study at their own pace. Self-paced learning is commonly referred to as individualized learning or self- instruction.
\n
\nAlthough these terms have different definitions they still are commonly refer to the same important features, which are pacing and learning to be successful based on the students comprehension of the material.
\n
\nObjectives:
\n
\nSelf-paced instruction can occur at several different levels. Mastery lean can occur at the pre-college level and Personalized System of Instruction (PSI) can occur at the college level.
\n
\nSelf-paced instruction best meets the learning objectives because first, the learner is continually engaged in active learning and receives immediate feedback.
\n
\nSecondly the learner confidently advances to the next step when they receive confirmation of mastery of the objectives.
\n
\nThirdly, the learner understands that it is necessary for them to demonstrate mastery of the content before they can proceed to the next step.
\n
\nFourthly, activities and resource are selected in relation to the required objectives of that particular instruction.
\n
\nStrengths:
\nLearners that participate in self-paced learning work harder, learn more, and retain more than learners n conventional classes.
\n
\nBoth slow and advanced learners can complete the instruction according to their own abilities.
\n
\nThe self-reliance and personal responsibility required of learners by a self-paced learning program may carry over as habits to other educational activities, job responsibilities, and personal behavior.
\n
\nIncreased attention can be given to the individual learner by the instructor.
\n
\nActivities and responsibilities of an instructor involved in a self-paced learning program change because of less time spent in making presentations and more time is devoted to addressing learners in group sessions.
\n
\nThe lessons and resources employed over time with additional classes and the cost of a program can reduce the overall price of the program overtime.
\n
\nThe information presented to each learner remains consistent and ends up reducing variations caused by lectures presented on different days.
\n
\nWeaknesses:
\n
\nThere may be a lack of interaction between instructor and learners if a self-paced program is the sole method of instruction in a particular course.
\n
\nLearning can become monotonous and uninteresting if the learner is in a single-path method.
\n
\nLack of self-discipline combined with procrastination can result in delaying the completion of required study by some learners. It is important for learners to develop new habits and patterns of behavior before they are successful in self-paced learning.
\n
\nThe self-paced method often requires cooperation and detailed team planning among the faculty involved in the course.
\n
\nMost preparation and expense is typically involved in developing self-paced units compared with lecture presentations.
\n
\nOverview:
\nSelf-paced instruction is simply learning at your own pace. It requires a lot of discipline, dedication, and devotion. It can prove to be beneficial to the self-paced learner if they are fully devoted to completing to course successfully In a self-paced instruction although you might fall behind during the weeks of taking the course but with constant communication with your instructor you can still make up the work and achieve the overall satisfaction of completing the course in the end.","replyPages":[{"page":0,"digests":[],"more":0}]},{"id":"32773652","dateCreated":"1295281707","smartDate":"Jan 17, 2011","userCreated":{"username":"debaufre","url":"https:\/\/www.wikispaces.com\/user\/view\/debaufre","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/emergingids.wikispaces.com\/share\/view\/32773652"},"dateDigested":1532390296,"startDate":null,"sharedType":"discussion","title":"Analysis Document","description":"Hi Team,
\n
\nHere is the analysis doc we will be working on this week.I cut and pasted it rather than just posting the link to the page.
\n
\n
\nAnalysis Document
\nUsing the template below to guide your response, complete the section of the document that corresponds to your role on the team. The suggested length for each group member\u2019s section is 1-2 pages (when compared to a traditional word document).
\n
\nYour group will need to decide if you want to make each of the portions below a separate page on the wiki, or if you want to combine certain sections of the document onto one page.
\n
\nAny team member that adds a page may also need to add navigation links to the sidebar for every page added to the wiki. As you and your team develop your wiki site throughout this course, keep in mind the readability factor associated with excessively long web-based based pages. You are free to add any graphics or images to the wiki site that you feel will enhance your overall presentation and response.
\n
\nAll sections required by the document should be easily found by your instructor using the navigation and other features of the site.
\n
\nTeam Member A: Project Leader
\n
\nProject description:
\n
\nWrite a brief description of the project and instructional context. Include some historical background as to how the need for this instructional solution arose.
\n
\nNeeds analysis:
\n
\nIn a narrative form, answer the following 4 questions as stated on pg. 29 in the textbook: What is the problem we are asked to solve? Will instruction solve the problem? What is the purpose of the planned instruction? Is an instructional intervention the best solution?
\n
\nTeam Member D1:
\n
\nLearner Analysis:
\n
\nUsing Chapter 3 of your textbook, use pages 55-61 as a guide to complete a description of the learner\u2019s characteristics for whom you will design this instruction. If there is not a specific existing instructional context or pool of learners for whom this will be developed, describe the learner characteristics for whom this instructional module would be suitable.
\n
\nPerformance gap analysis:
\n
\nIdentify the difference between current learner performance and desired performance at the end of the planned instruction; you may need to make some assumptions about your learner audience if you do not have specific learners you can survey or assess.
\n
\nTeam Member D2:
\n
\nContextual analysis:
\n
\nWrite a brief overview of the considerations that will need to be taken based on the types of context described on pages 63-66: orienting, instructional, and transfer context.
\n
\nUnit Goals:
\n
\nWrite at least 3 to 5 goals for your instructional module. How will you know if the instruction was successful?
\n
\n*Note: The degree to which your instructional module is successful in guiding your students to achieve the learning objectives is measured by your unit goals.
\n
\nIn addition, you may decide other goals not directly related to the performance of the learners may also reflect the success of your unit, (ie: the enjoyment level of students, or the completion or attrition rates.) This is different from assessing how well the learners perform at the end of the unit, as measured against the unit\u2019s instructional objectives (see below). However, learner assessment data may be one component used to evaluate the overall effectiveness of your unit.
\n
\nTeam Member I:
\nTask Analysis= (topic analysis + procedural analysis)
\n
\nTopic analysis:
\n
\nBegin your task analysis by identifying the topics that need to be taught during your 30-60 minute instructional module. You should include 2-3 topics that are described by the content structure beginning on page 75: facts, concepts, principles and rules, procedures, interpersonal skills, or attitudes. If helpful, you may communicate your analysis using a chart, table, or other annotated illustration.
\n
\nTeam Member E:
\n
\nProcedural analysis:
\n
\nFor each topic to be taught, answer each of the follow 3 questions as stated on page 83: What does the learner do? What does the learner need to know to do this step? What cues inform the learner that there is a problem, the step is done, or a different step is needed? If helpful, you may communicate your analysis using a chart, table, or other annotated illustration.
\n
\nInstructional objectives:
\n
\nChapter 5 will prepare you to complete your instructional objectives. Keeping in mind the unit goals, look at each task to be learned and identify each specific instructional domain (cognitive, psychomotor, affective, or mixed). Using the format modeled in Ch. 5, write an instructional objective for each task based on the appropriate domain. Two-to-three objectives should be identified for your instructional module. Remember to keep your instructional objectives: do-able, measurable, and needed. The final question to ask is: Once all instructional objectives have been met, has the need for instruction been satisfied?","replyPages":[{"page":0,"digests":[],"more":0}]},{"id":"32771950","dateCreated":"1295278183","smartDate":"Jan 17, 2011","userCreated":{"username":"JennyLindMedia","url":"https:\/\/www.wikispaces.com\/user\/view\/JennyLindMedia","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1298045915\/JennyLindMedia-lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/emergingids.wikispaces.com\/share\/view\/32771950"},"dateDigested":1532390296,"startDate":null,"sharedType":"discussion","title":"Who I am.","description":"My name is Christina 'Chris' Roeser. I am a music teacher for the Minneapolis public schools. I currently teach choir, piano & guitar at one of the high schools, although I have taught music at every grade level.
\n
\nI decided to obtain my masters in Insructional Design and Technology at first for selfish reasons. I wanted to be able to crate online classes for my IB music students. After the few classes I have taken I realize that I will be able to market myself to all sorts of businesses, and facets of education.
\n
\nI am looking forward to this class and growing my skills as an ID professional.","replyPages":[{"page":0,"digests":[],"more":0}]},{"id":"32755990","dateCreated":"1295216762","smartDate":"Jan 16, 2011","userCreated":{"username":"debaufre","url":"https:\/\/www.wikispaces.com\/user\/view\/debaufre","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/emergingids.wikispaces.com\/share\/view\/32755990"},"dateDigested":1532390296,"startDate":null,"sharedType":"discussion","title":"Introduction","description":"Greeting Teammates and visitors,
\n
\nI'm Robert and This is part of our class assignment to create an instructional program. My educational background is in political science. My future is moving in the direction of education. Technology continues to evolve, and educational opportunities are growing as a result.","replyPages":[{"page":0,"digests":[],"more":0}]}],"more":false},"comments":[]},"http":{"code":200,"status":"OK"},"redirectUrl":null,"javascript":null,"notices":{"warning":[],"error":[],"info":[],"success":[]}}