# data[].attributes.body
When designing project or program, think about the type of information to be presented in the message. In the instructional flow plan for- organization and delivery of message and predict- learner use of the information presented.

# data[].attributes.body
Before selecting specific materials to instruct a program or design,  it is important to identify criteria that can help evaluate programs and the design of instructional materials. Selection criteria; must be aligned with learning outcomes, based on learning context, based on learner prior knowledge and characterstics (scope and analysis), based on affordances (what can the technology do to improve the learning?).

# data[].attributes.body
In the Kemp Design Model, the instructional design process is a continuous cycle with revision as an ongoing activity associated with all of the elements in the framework. The Kemp model approaches instruction and design from the perspective of the learner.

# data[].attributes.body
Maslow's hierarchy of needs is a motivational theory in psychology consisting of a five tier model of human needs, often respresented as hierarchical levels within a pyramid. These assist in learners social and emotional needs which contribute to sucessful learning.

# data[].attributes.body
The Kirkpatrick Model is the worldwide standard for evaluating the effectiveness of training. It considers the value of any type of training, formal or informal, across four levels. These four levels consist of; results, transfer, learning, and reactions.

# data[].attributes.body
Multimedia authoring tools are dedicated instructional design authoring tools. Many of these tools are targeted at elearning applications.

# data[].attributes.body
This describe technology and media tools based on their educational purpose. Learning tools can be categorized at 3 levels 1) subject matter 2) behavior 3) logistics (delivering efficiently)
Tools within educational tools include environmental management, learner interaction, and multimedia design.

# data[].attributes.body
This describes technology and multimedia tools based on their utility. These tools are designed for some office work or task process but can be used in the development of learning designs.
Ex) word processor, presentation program, spreadsheet programs.

# data[].attributes.body
Development tools can be categorized based on utility, delivery format, or learning typology. Development tools include; productivity tools, educational tools, and multimedia authoring tools.

# data[].attributes.body
Effective instruction is key to improve student learning. These 9 instructional stratgeis help students achieve at higher levels.
The 9 categories are:
1) identifying similarities and differences
2)summarizing and note taking
3) reinforce effort and provide recognition
4) homework and practice
5)non-linguistic representations
6) set objectives and provide feedback
7) cooperative learning
8) generate and test hypothesis
9)clues, questions, and advance organizers

# data[].attributes.body
Gestalt principles can help create harmonious design and improve the odds that the intended message is conveyed to the learners we design for. It is important to avoid eye candy (unnescessary that can become distracting), pyrotechnics (wiz, bang, boom).

# data[].attributes.body
The goal of message design is to maximize learning impact. This is appropriate for organization of learning environment to create an effective instructional message.
Message design lookout-
Organize learning elements to...
1) maintain rational and holistic balance (Gestalt)
2) reduce cognitive load (noise) and extranaeous processing
3) highlight that which needs to be learned

# data[].attributes.body
Jonassen,s learning with technology is about how teachers or designers can use new educational technologies to create meaningful learning environments. These are environments in which the authors maintain computer technology is most effectively used as a cognitive tool.
Ex) learning use an eReader for selective highlighting, note taking, and annotations of text

# data[].attributes.body
These 9 events of instruction are a reciprocal process in which instructors and students make contributions that lead to an effective learning experience.

# data[].attributes.headline
Technology and media are selected with strategy:

# data[].attributes.subject
Technology and media are selected with strategy:

# data[].attributes.body
Instructional strategies...
- must be aligned with learning outcomes
-based on learner prior knowledge and characteristics (scope and analysis)
-should be evidence based on the type of interaction that will drive towards the outcomes

# data[].attributes.body
1) Many different tools can support our design
2)venn diagrams, flow charts, storyboards, concept maps allow us to visually see how the instructional sequence will flow
3) we can use this to line up outcomes and assessments

# data[].attributes.body
1) write the outcomes and assessments concurrently
2) making sure the assessments mirror the outcomes
3) start with the end in mind, using a backward design method
4) identify exactly what the learners should be able to do, know, and feel, and how they should interact following the instruction
5) use visual aids and diagramming tools to plan your instructional pathway

# data[].attributes.body
Assessment is the measurement of student learning whereas evaluation consists of appraisal of the success of the instruction itself and how effective the instruction is.

# data[].attributes.headline
IDT design sequence- Wiggins and McTighe:

# data[].attributes.subject
IDT design sequence- Wiggins and McTighe:

# data[].attributes.body
This frameworks offers a three stage backward design process for curriculum planning.

# data[].attributes.body
These are used to structure learning objectives.

# data[].attributes.body
Learning objectives should include a specific and observable performance behavior, the conditions under which the behavior is to be exhibited, an the desired criterion, level, or standard of acceptable performance.

# data[].attributes.body
These consist of precise statements of observable competences that learners will demonstrate after the instruction, indicating how the learning will be measured or assessed.

# data[].attributes.body
The process instructional designers go through to find out who we are designing training for.

1

# data[].attributes.body
The field of instructional designed has evolved throughout history and has had significant impacts on where instructional design is today in terms of technology.

# data[].attributes.body
Provides content information and reviews the materials throughtout the process.
Ex) Designing reading curriculum unit for learning main idea and details. The SME might be the reading specialist at the school.

# data[].attributes.body
Refers to people who have a "stake" or claim concerning the nature of the instruction being designed, and who have certain expectations for the nature of the instruction.
Ex) Leadership, board members, teachers, community members, staff, adminstration

# data[].attributes.body
Design phase traditionally used by instructional designers
A-Analysis
D-Design
D-Develop
I- Implement
E- Evaluate

# data[].attributes.body
- Provide learners with a conceptual model to aid their understanding
-Provide feedback so learners understand the effect of their actions
-Build in constraints that make it possible for the learner to do something the wrong way and affordances that make it easy to percieve how to do something the right way

# data[].attributes.body
1) Design instructional experiences
2) Identify instruction problems
3) Define and limit the scope of instructional projects so that they are relevant and meaningful
4) select media and methods
5) develop, implement, and evaluate instructional problems

# data[].attributes.body
Theory and practice of design, development, utilization, management and evaluation of processes and resources for learning.