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1. Planning And Analysis. Building blocks of designing instruction for an eLearning course entails a thorough "needs assessment" of the targeted demographic: Learners’ goals, concrete understanding of their expectations from the course, likely study environment, ease or comfort level with a variety of technologies, etc. Based on the relevant data collated, an Instructional Designer would then "design a curriculum", identify which methodologies would be used to deliver curated content, and zero-in on existing and emerging technology that will form part of the final course.

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1. Planning And Analysis. Building blocks of designing instruction for an eLearning course entails a thorough "needs assessment" of the targeted demographic: Learners’ goals, concrete understanding of their expectations from the course, likely study environment, ease or comfort level with a variety of technologies, etc. Based on the relevant data collated, an Instructional Designer would then "design a curriculum", identify which methodologies would be used to deliver curated content, and zero-in on existing and emerging technology that will form part of the final course.

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2. Design And Structure. Primarily, the success to an effective and appealing eLearning course boils down to the fluidity and structure of the content –despite availability of top-notch content and seamless technology– to ensure that learners remain engaged and courses see a minimal attrition rate. The Instructional Designer’s prime focus would be on how content is required to be organized: Flow of information is sequential and smooth without losing context, moving from complex, simple, or elaborate concepts in an uncluttered manner that caters effectively to a wide variety of learners, an essential hallmark of eLearning courses.

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2. Design And Structure. Primarily, the success to an effective and appealing eLearning course boils down to the fluidity and structure of the content –despite availability of top-notch content and seamless technology– to ensure that learners remain engaged and courses see a minimal attrition rate. The Instructional Designer’s prime focus would be on how content is required to be organized: Flow of information is sequential and smooth without losing context, moving from complex, simple, or elaborate concepts in an uncluttered manner that caters effectively to a wide variety of learners, an essential hallmark of eLearning courses.

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3. Collaboration With Subject Matter Experts. Christy Tucker explains that an Instructional designer, in close collaboration with the respective Subject Matter Expert (SME), will be responsible for not just curating the most relevant content to include in the course, but will be required to devise modes of assessment and interactions (tests, quizzes etc.) to ensure optimum efficacy of the eLearning course.

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3. Collaboration With Subject Matter Experts. Christy Tucker explains that an Instructional designer, in close collaboration with the respective Subject Matter Expert (SME), will be responsible for not just curating the most relevant content to include in the course, but will be required to devise modes of assessment and interactions (tests, quizzes etc.) to ensure optimum efficacy of the eLearning course.

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4. Multimedia Tools. Within just one segment of an eLearning course, a user can find themselves going through a gamut of tools: Infographics, mini-videos, graphs, links to sources, PDF extracts etc. It would be awfully easy for it to become overwhelming for a first time learner who is required to consume this wide range of data. And here’s where an Instructional Designer comes in the picture: In collaboration with the tech-team, design team and the Subject Matter Expert, the Instructional Designer would brainstorm in context of aesthetics (size, font, design, and experience), placement, frequency of use of tools, content format, and more, to ensure learners are not overwhelmed by the experience.

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4. Multimedia Tools. Within just one segment of an eLearning course, a user can find themselves going through a gamut of tools: Infographics, mini-videos, graphs, links to sources, PDF extracts etc. It would be awfully easy for it to become overwhelming for a first time learner who is required to consume this wide range of data. And here’s where an Instructional Designer comes in the picture: In collaboration with the tech-team, design team and the Subject Matter Expert, the Instructional Designer would brainstorm in context of aesthetics (size, font, design, and experience), placement, frequency of use of tools, content format, and more, to ensure learners are not overwhelmed by the experience.

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5. Implementation And Management. The Instructional Designer, in addition to all the above, is also required to maintain relationships with a wide range of interested parties on the team (faculty, Subject Matter Experts, students, tech teams) with the least amount of friction as possible. This would require enormous amounts of communication of all kinds (writing, speaking, listening, presenting) as this job essentially personifies "collaboration" in order to keep teams running as well-oiled machines, implementing decisions after thorough discussions, and managing people with enmeshed roles; a visual review tool like zipBoard could seamlessly complement this process of collaboration ensuring these goals are met with relative ease.

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5. Implementation And Management. The Instructional Designer, in addition to all the above, is also required to maintain relationships with a wide range of interested parties on the team (faculty, Subject Matter Experts, students, tech teams) with the least amount of friction as possible. This would require enormous amounts of communication of all kinds (writing, speaking, listening, presenting) as this job essentially personifies "collaboration" in order to keep teams running as well-oiled machines, implementing decisions after thorough discussions, and managing people with enmeshed roles; a visual review tool like zipBoard could seamlessly complement this process of collaboration ensuring these goals are met with relative ease.

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Many professional Instructional Designers use the ADDIE model in online learning as it is an excellent way to structure online courses. ADDIE is a five-stage process that provides guidelines to create effective training material. It stands for Analyze, Design, Develop, Implement, and Evaluate.

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 Interest primarily to professional teachers - teacher accept the role to teach and student will accept the instruction given by teacher. 

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 Interest primarily to professional teachers - teacher accept the role to teach and student will accept the instruction given by teacher. 

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The Gerlach and Ely model emphasizes the cycle nature of instructional design. The authors wanted to design a model which explained each component of the teaching and learning process while at the same time examining the relationship between the media and instruction.

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5 ACTIVITES OF GERNACH MODEL THAT PERFORMS SIMULTANEOUSLY

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5 ACTIVITES OF GERNACH MODEL THAT PERFORMS SIMULTANEOUSLY

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1. Determination of strategy
-Teacher need to select one or more strategies.
2. Organization of Groups
–Students are organized into configurations ranging from self-study to whole-class activities
3. Allocation of Time
–Duration of classes
4. Allocation of Space
– Space for teaching and learning to take place – classroom
5. Selection of Resources
– Instruction/ teaching material used by teacher

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1. Evaluation performance of Gerlach Model

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1. Evaluation performance of Gerlach Model

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Provides instructional designers / teacher important assessment of the students’ achievement and students’ attitude toward the content and instruction

2. Analysis of Feedback
It focuses on reviewing all earlier steps, with special emphasis on re-examining decisions regarding the objectives and selected strategies.

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Analyze - Analysis on learner’s general characteristics, learner skills competence or evaluate learner’s learning styles

State Objectives - Stating the  objectives of instruction, It can be consider as stating the purpose of the whole class

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Method – selecting appropriate method for learning task for to perform. Example: How to play guitar.
Media – selecting media format that is suitable for applying the method. Example: Video file.
Material – designing or modifying specific material based on selected media.

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Utilize - Utilize methods, media and materials—implement the lesson
Require -  Require learner participation for each sessions
Evaluate and Revise - Evaluate learner outcomes with objectives and revise as necessary

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Azzarul & Alia & Umi

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This model represents an innovative approach to instructional design by virtue of its non-linear structure, and the interrelated nature of its components.

In general, to achieve these results an instructional designer will need to take into account not only the learning objectives, but also a number of other factors, including the needs and characteristics of the learner, the instructional content and activities (including tasks and procedures), instructional resources and support services, and learner assessment and evaluation tools and methods.

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Morrison, G. R., Ross, S. M., Kemp, J. E., & Kalman, H. (2010). Designing effective instruction. John Wiley & Sons.

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As the subject expert, teacher/instructor have to consider choosing online solutions based on the content being delivered.

Identifying the problem you are trying to solve

Understanding your online students (often pre-course questionnaire)

Determining your educational objectives, goals, and desired outcomes from the course

Considering and planning the logistics

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There are 2 basic levels that you need to consider when designing a course which is course-level and unit-level properties.

Then get to the design phase – this is where teacher take all of the learnings of the previous phase and use it to make practical decisions. This includes a strategy, delivery methods, structure, duration, assessment, and feedback. The next step is to storyboard the ideas and/or create a prototype/plan.

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6 Tips To Use The ASSURE Model In  Learning

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6 Tips To Use The ASSURE Model In  Learning

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1. Conduct surveys  to research audience.

To focus on the specific needs of your learners, you will first have to know what those needs are.  They can also give you a good indication of their learning styles, such as which exercises will appeal to them and how they absorb information.

2. Create custom-tailored objectives.

Develop goals that are learner-specific. What learning behaviours do they need to display? What knowledge do they need to know by the end of the lesson.  You must also have a way to test their knowledge and determine if they have actually met their goals and objectives.

3. Choose tech tools that align with common goals.

Ideally, you should choose tools that your learners are already familiar with or have a minor learning curve, rather than those that may be difficult to master.

4. Give the tech tools and materials a test-run.

To verify that all of your tech tools are in working order and that your learners can use them effectively, it’s always a good idea to give your technology a test-run before you offer them to your learners

5. Get learners involved.

Start your discussions with thought-provoking questions that prompt them to seek out answers and expand their knowledge. Get them involved, so that they feel as though they are a vital part of the learning experience and that their opinion matters.

6. Understand that your ASSURE strategy is a work in progress.

After you’ve created your ASSURE plan, you must keep in mind that it has to adapt with the changing needs of your learners. It must also adapt to the ever-evolving technologies, so that you can offer your future learners the best resources you have at your disposal.

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Where will you publish your eLearning content?

Platforms To Host Your eLearning
Students must have easy access to the platforms or standalone features, such as Google Classroom, Jamboard etc.

Standalone Feature
for example, Powerpoint, Google Slide etc.

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Teaching and Learning website based on ADDIE Model - Blog

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Teaching and Learning website based on ADDIE Model - Blog

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Pupils are already familiar with some of the vocabulary that they use in their daily lives and some prior knowledge on grammar.

Design (By the end of the lesson, students will be able to:)

1) Able to use verbs appropriately and correctly: Present and Past Continuous Tenses

2) Construct two sentences based on pictures shown by using Present and Past Continuous Tenses.

3) Answer the activity sheets with correct spelling and tenses.

Powerpoint presentation, video, pictures, Quizizz, activity sheets

1) Teacher introduces the topic by showing the pupils video of the scene in Cinderella.

2) Teacher tells the pupils to take a moment to watch the video.

3) Teacher asks some "Wh" questions to guide their observation.

4) Teacher displays the PowerPoint slide on the topic Present and Past Continuous Tenses.

5) Teacher explains the rules on using Present and Past Continuous Tense.

6) Teacher shows some pictures of the scene in Cinderella and asks pupils to make sentences by using present and past continuous tenses.

7) Teacher gives activity sheets to the pupils. (Individual task)

8) Pupils need to answer the sheets with correct spelling and tenses.
Evaluation
By using Quizizz, pupils are asked to answer the questions correctly by applying the

knowledge of Present and Past Continuous Tenses.

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Pupils are already familiar with some of the vocabulary that they use in their daily lives and some prior knowledge on grammar. Design (By the end of the lesson, students will be able to:) 1) Able to use verbs appropriately and correctly: Present and Past Continuous Tenses 2) Construct two sentences based on pictures shown by using Present and Past Continuous Tenses.

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Quizziz - Present and Past Continuous Tense

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Quizziz - Present and Past Continuous Tense

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Join an activity with your class and find or create your own quizzes and flashcards.

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Google Form - Quiz (Present and Past Continuous Tense)

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Google Form - Quiz (Present and Past Continuous Tense)

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Complete the quiz of present and past continuous tense below

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In order to make a noun plural, it is usually only necessary to add s. However, there are many irregular nouns that add es. The rules for spelling plural nouns are based on the letters at the end of the word. The chart below breaks up the rules into categories so that they are easier to remember.

To make your understand stands stronger this is some of the example that you can look at diagram 1 and 2 and watch some Youtube videos shall we?

that is all everyone, yeayyyy we have complete one lesson on singular and plural nouns !

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In order to make a noun plural, it is usually only necessary to add s. However, there are many irregular nouns that add es. The rules for spelling plural nouns are based on the letters at the end of the word. The chart below breaks up the rules into categories so that they are easier to remember.

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Join an activity with your class and find or create your own quizzes and flashcards.

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This step is to "officially" teach your students online. Important notes include:

Use regular notifications to remind your students

Ensure there is interaction going on in the online class (check the interaction dynamics as follows in the figure)

Ensure there is someone (yourself or teaching assistant) to monitor the interactions and provide feedback

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This step allows you to reflect on the whole experience, collect data (pre-course questionnaire and post-course questionnaire), and students’ performance results in different assessment activities, etc. You can look at all these qualitative and quantitative course results and think about how to improve them in the next iteration.