Information Technology Reference
In-Depth Information
The purposes behind implementing modularization instruction are widely varied, and
consequently, the structures and functions of each must be tailored to meet the needs of
educators and students. As one wise computer programmer observed, the sooner you begin
to write the computer code, the longer it will take to finish. The point here is, of course, some
thoughtful planning in the early stages will provide the framework for successful implemen-
tation of the project and achievement of the goals of teachers and learners. As a first step
of instruction design, course objectives and the intended audience should be clearly defined.
Upon completion of this chapter, readers will be able to:
1.
Identify and describe the module instruction design planning steps.
2.
Apply the module instruction design planning steps in a computer literacy course.
3.
Articulate the connection between assessment and module instruction design.
BACKGROUND
Education has always sought to provide effective and efficient instruction, but with the
entry of our society into the information age, pressure has increased for education to
communicate new knowledge at higher levels and increasing rates. According to Gagne
(1992), instruction deals with the deliberate arrangement of events in the learner's environ-
ment for the purpose of making learning happen effectively. Therefore, to meet the instruc-
tional challenges of the information age, educators must develop efficient and effective ways
of arranging the instructional events in the learner's environment, including those events that
will lead to the development of higher-order thinking skills.
Efficient instruction is dependent on a sound instructional system. An instructional
system may be defined as an arrangement of resources and procedures used to promote
learning (Gagne, 1992). Instructional systems have a variety of particular forms and occur in
many of our institutions. Instructional System Design (ISD) is one of the instructional design
approaches being used in classroom teaching or training. Other than that, there are several
traditional systematic approaches to training, such as Performance-Based Training (PBT)
and Criterion Referenced Instruction (CRI). These approaches have some common elements:
1.
Competency based (job related) : The learners are required to master a Skill, Knowl-
edge, or Attitude (SKA). The training focuses on the job by having the learners achieve
the criteria or standards necessary for proper task performance.
2.
Sequential : Lessons are logically and sequentially integrated.
3.
Tracked : A tracking system is established that allows changes and updates to the
training materials to be performed efficiently.
4.
Evaluated : Evaluation and corrective action allows continuous improvement and
maintenance of training information that reflects current status and conditions.
To an extent, ISD provides a means for sound decision making to determine the who,
what, when, where, why, and how of instruction. The concept of a system approach to
instruction is based on obtaining an overall view of the learning process. It is characterized
by an orderly process for gathering and analyzing collective and individual performance
requirements, and by the ability to respond to identified instruction needs. The application
of a systems approach to instruction insures that instruction programs and the required
support materials are continually developed in an effective and efficient manner to match the
variety of needs in an ever rapidly changing environment.
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